Opening Script (5 -7 minutes)
"Good morning, ocean explorers! Over the past four weeks, you've learned SO much! You've
met the Sea Friends, discovered the zones, practiced breathing, and explored sensory tools.
Today, we're going to put it all together in one special place."
[Show enthusiasm and build anticipation.]
"Has anyone noticed the special area in our classroom with the blue rug and the basket of
tools? That's our Calm Corner, and today you're going to learn all about how to use it!"
[Point to the Calm Corner. Allow students to observe and comment.] Post all 16 breathing
technique posters in the Calm Corner so students can choose what they need.
"The Calm Corner is like a safe harbor for your feelings. Just like ships sometimes need a
safe place to dock during a storm, we all sometimes need a safe place when our emotions
feel big or overwhelming."
"The Calm Corner is NOT a time -out. It's not for punishment. It's a TOOL for helping yourself
feel better. It's a place where you can go to use all the skills you've been learning."
"Let's review what we have in our Calm Corner..." [Go through each item: breathing cards,
sensory swatches, zone chart, sea friend posters, calm -down bottles, etc.]
"Today, we're going to practice using the Calm Corner together so everyone knows how it
works!"
────────────────────────────────────────────────────────────
Teaching/Activity Script (15 minutes)
"Let's learn the three steps for using the Calm Corner. I'm going to teach you a special
phrase to remember: STOP, BREATHE, CHOOSE."
"Step 1: STOP. When you notice big feelings, you stop what you're doing and go to the Calm
Corner. It's okay to say, 'I need the Calm Corner' or 'I need a break.'"
"Step 2: BREATHE. Use one of our breathing techniques. You can look at the breathing cards
to remind you. Take at least three breaths."
"Step 3: CHOOSE. Pick a tool that will help you. Maybe you need a swatch, maybe you want
to look at the zone chart, maybe you want to use the calm -down bottle. YOU get to choose
what you need."
[Demonstrate each step yourself, using the Calm Corner while narrating.]
"Now I'm going to have volunteers practice. I'll give you a pretend scenario, and you'll show
us how you'd use the Calm Corner."
[Have 3 -4 volunteers practice with scenarios. Coach through STOP, BREATHE, CHOOSE.]
"Important rules for the Calm Corner: Only one person at a time, unless I say it's okay for
two. You can stay as long as you need - there's no time limit. When you feel better, you can
come back to the class. That's it!"
────────────────────────────────────────────────────────────
Closing Script (3 -5 minutes)
"Ocean explorers, you now know about one of the most helpful tools in our whole classroom
- the Calm Corner! Remember, it's for EVERYONE. All feelings are okay, and sometimes we
all need help managing them."
"Let's practice saying the three steps together: STOP... BREATHE... CHOOSE!"
[Have class repeat several times with you.]
"Your challenge this week: Try using the Calm Corner at least once, even if you don't really
need it. Practice makes perfect! And if you see a classmate using it, give them space and
privacy. That's how we show respect."
"At home, talk with your family about creating a calm space there too. It doesn't have to be
fancy - maybe just a cozy corner with a pillow and a stuffed animal."
"Great work learning about the Calm Corner! I'm so proud of how mature and responsible
you're becoming with your feelings!" Use a favorite celebratory breath (such as Sparkle Breath) to honor their
accomplishment with appropriate expression.
═══════════════════════════════════════════════════════
WEEKS 6 -12: Additional Lesson Scripts
COMPREHENSIVE SCRIPTS AVAILABLE: Complete, detailed scripts for Weeks 6 -12 have
been developed following the same professional format as Weeks 1 -5. Each week includes
Opening, Teaching, and Closing scripts with ready -to-use language.
- Week 6: Using Breathing in Real Life
Learn when to use each breathing technique based on emotional zones and real -life
situations.
- Week 7: Emotional Toolbox
Organize all learned skills into Quick Tools, Calm -Down Tools, and Help Tools. A single
breathing technique can reset a student's emotional state in 30 -60 seconds.
- Week 8: Recognizing Feelings in Others
Develop empathy by learning to read body clues and understand others' emotions.
- Week 9: Asking for Help
Master the When/Who/How framework for effective help -seeking behaviors.
- Week 10: Problem -Solving Steps
Learn and practice the 5 -step problem -solving process with real scenarios.
- Week 11: Friendship Skills
Build strong relationships through listening, kindness, and friendship repair skills.
- Week 12: Celebration & Review
Celebrate accomplishments, review all skills, and commit to ongoing practice.
═══════════════════════════════════════════════════════
NOTE: Weeks 6 -12 follow the same comprehensive format as Weeks 1 -5, with detailed
lesson scripts, breathing practice integration, character connections, and assessment
guidance. Teachers can adapt the Week 1 -5 framework to continue implementation through
Week 12 and beyond.
Section 2: Differentiated Student
WORKSHEETS
This section contains differentiated worksheets designed to meet students at their
developmental level. Each key lesson has three versions:
EMERGING LEARNER WORKSHEETS: For students still developing foundational skills
- Picture -heavy with minimal text
- Simple matching, circling, or coloring activities
- Clear visual supports and cues
DEVELOPING LEARNER WORKSHEETS: For students working at grade level
- Balance of pictures and text
- Fill-in-the-blank, sentence completion, or short responses
- Two -step directions
- Opportunities for personal reflection
ADVANCED LEARNER WORKSHEETS: For students who need extension and challenge
- Text -heavy with fewer visual supports
- Open -ended questions and scenarios
- Multi -step applications
- Opportunities for deeper analysis
💡 How To Use These Worksheets:
- Assess students' current levels early
- Students can move between levels
- Use different levels for different skills
- Worksheets are optional
Sample worksheets for key lessons demonstrate the three -level approach and can be
adapted for all 12 weeks.
═══════════════════════════════════════════════════════
Section 2 Enhancement: Differentiation Strategy
LIBRARY
APPENDIX K INTEGRATED: The following comprehensive differentiation strategies from
Appendix K provide detailed guidance for implementing Calm Connections with diverse
learners.
🗣️ Non -Verbal Learners
- Use AAC devices, PECS, and gesture boards
- Offer visual check -ins and choice cards
- Embed non -verbal prompts, swatches, and characters
- Allow communication through pointing, touching, or device
- Pre-teach vocabulary using visuals and gestures
Implementation Tips: For additional detailed guidance on assessment considerations,
collaboration with specialists, and specific worksheet/Calm Corner modifications for this
learner type, consult your school's special education team and IEP resources.
🧩 Autistic Learners
- Set visual schedules, routines, and transition cues
- Offer sensory swatches for regulation
- Provide predictable routines and quiet spaces
- Use concrete, literal language and avoid idioms
- Integrate special interests into lessons
Implementation Tips: For additional detailed guidance on assessment considerations,
collaboration with specialists, and specific worksheet/Calm Corner modifications for this
learner type, consult your school's special education team and IEP resources.
⚡ Adhd Learners
- Provide movement breaks and fidget tools
- Use timers and visual cues to pace activities
- Offer flexible seating options (standing desks, wiggle seats)
- Break lessons into shorter segments (5 -7 minutes)
- Allow active calming options in Calm Corner
Implementation Tips: For additional detailed guidance on assessment considerations,
collaboration with specialists, and specific worksheet/Calm Corner modifications for this
learner type, consult your school's special education team and IEP resources.
🛡️ Trauma -Impacted Learners
- Offer re -entry plans after dysregulation
- Use strength -based language and safe spaces
- Avoid forced sharing or physical contact
- Build trust slowly and consistently
- Provide choice and control whenever possible
Implementation Tips: For additional detailed guidance on assessment considerations,
collaboration with specialists, and specific worksheet/Calm Corner modifications for this
learner type, consult your school's special education team and IEP resources.
🤐 Selective Mutism Learners
- Suggest silent participation (pointing, drawing)
- Use character cards and visuals for check -ins
- Build trust gradually through consistent routines
- Never force speaking or put student on the spot
- Accept all forms of communication equally
Implementation Tips: For additional detailed guidance on assessment considerations,
collaboration with specialists, and specific worksheet/Calm Corner modifications for this
learner type, consult your school's special education team and IEP resources.
🎨 Sensory Processing Learners
- Offer a range of textures and regulation tools
- Respect sensory boundaries and preferences
- Use proprioceptive and vestibular input
- Coordinate with occupational therapist
- Create sensory -friendly environment
Implementation Tips: For additional detailed guidance on assessment considerations,
collaboration with specialists, and specific worksheet/Calm Corner modifications for this
learner type, consult your school's special education team and IEP resources.
🌱 Emerging Learners
- Simplify visuals and reduce language load
- Scaffold prompts with sentence starters
- Model strategies with peer or adult support
- Use concrete examples and real objects
- Celebrate approximations and incremental progress
Implementation Tips: For additional detailed guidance on assessment considerations,
collaboration with specialists, and specific worksheet/Calm Corner modifications for this
learner type, consult your school's special education team and IEP resources.
🚀 Advanced Learners
- Provide extension activities and leadership roles
- Encourage emotional journaling and storytelling
- Invite peer teaching and tool customization
- Offer complex scenarios and deeper analysis
- Allow independent projects and creative expression
Implementation Tips: For additional detailed guidance on assessment considerations,
collaboration with specialists, and specific worksheet/Calm Corner modifications for this
learner type, consult your school's special education team and IEP resources.
Using These Strategies
Assess Individual Needs: Observe students during first 2 weeks, review IEPs/504 plans,
consult with specialists
Layer Supports: Many students fit multiple profiles - combine strategies as needed
Avoid Labels: Use profiles as guidance, not boxes - focus on needs, not diagnoses Use Manta
Glide Breath for steady focus or Sparkle Breath for engaged attention.
Document Success: Track which strategies work and share with team
Universal Design: Many strategies benefit ALL students - normalize accommodations
═══════════════════════════════════════════════════════
Section 3: Family Communication
TEMPLATES
This section contains ready -to-use templates for engaging families throughout the 12 -week
Calm Connections program. All materials are editable and designed to strengthen the home -
school connection.
APPENDIX G INTEGRATED: The following templates are extracted from Appendix G: Home
Connection Resources and provide comprehensive family engagement tools.
═══════════════════════════════════════════════════════
Template 1: Weekly Home Connection Prompts
PURPOSE: One -sentence emotional check -ins tied to classroom content
HOW TO USE: Include in weekly newsletters, send via text/email, write on sticky notes for
agendas, or share at pickup/drop -off
Weekly Prompts (Copy & Paste Ready)
Week 1: "Ask your child: Which Sea Friend are you feeling like today?"
Week 2: "Ask your child: What zone were you in today, and what helped you?"
Week 3: "Ask your child: Can you teach me your favorite breathing technique?"
Week 4: "Ask your child: Which sensory swatch is your favorite and why?"
Week 10: "Ask your child: When would you use the Calm Corner at home?"
Week 6: "Ask your child: When did you use breathing today?"
Week 7: "Ask your child: What's in your emotional toolbox?"
Week 8: "Ask your child: How can you tell when someone needs help?"
Week 9: "Ask your child: Who are three people you can ask for help?"
Week 10: "Ask your child: Can you teach me the 5 problem -solving steps?"
Week 11: "Ask your child: What makes a good friend?"
Week 12: "Ask your child: What's your favorite thing you learned?"
────────────────────────────────────────────────────────────
Template 2: Monthly Family Newsletter
PURPOSE: Editable templates with lesson highlights, breath cues, and tips
FREQUENCY: Once per month (4 total newsletters)
Newsletter Template Structure
- Welcome Message
- Skills We're Learning This Month
- Featured Breathing Technique (with visual)
- Home Practice Activities (3 -5 suggestions)
- Character Spotlight
- What's Coming Next
- Parent Questions Answered
- Resources & Contact Information
💡 CUSTOMIZATION TIP: Add your school logo, adjust colors to match your classroom
theme, and include photos of YOUR students using the tools. Available in English and
Spanish.
────────────────────────────────────────────────────────────
Template 3: Welcome Letter (Week 1)
PURPOSE: Introduces Calm Connections, characters, and family role
WHEN TO SEND: Week 1, beginning of program
Sample Welcome Letter (Edit as Needed)
Dear Families,
We are excited to begin an incredible journey with your child through our Calm Connections
program! Over the next 12 weeks, students will learn powerful tools for understanding and
managing their emotions.
What Is Calm Connections?
Calm Connections is a social -emotional learning program that teaches children to recognize,
understand, and regulate their emotions. Through engaging characters, hands -on activities,
and daily practice, students develop skills that will serve them throughout thei r lives.
Meet The Sea Friends:
Your child will meet four special characters who each teach important lessons:
- Manny the Manta Ray: Calm and steady, teaches breathing
- Stella the Starfish: Happy and bright, reminds us to be grateful
- Shelly the Seashell: Thoughtful and careful, shows us to think before we act
- Crabby the Crab: Learning to regulate strong feelings
What To Expect:
Each week focuses on a new skill or concept. You'll receive weekly prompts to talk with
your child about what they're learni ng, and monthly newsletters with activities you can
practice at home.
How You Can Support:
- Ask about the Sea Friends and zones each day
- Practice breathing techniques together
- Create a calm space at home
- Celebrate emotional growth and self -awareness
- Stay in touch with questions or concerns
Thank you for being a partner in your child's emotional growth. Together, we can help
children develop the skills they need to thrive both in school and in life.
With gratitude,
[Your Name]
[Contact Information] Emphasize the progressive learning: students master 16 total
techniques over the curriculum.
────────────────────────────────────────────────────────────
Template 4: Celebration Invitation (Week 12)
PURPOSE: Printable invite for end -of-program event
WHEN TO SEND: Week 11 or early Week 12
Sample Invitation Text
YOU'RE INVITED!
Calm Connections Celebration Event
Join us to celebrate your child's amazing growth in emotional learning!
WHEN: [Date & Time]
WHERE: [Location]
WHO: [Student Name] and Family
What To Expect:
- Student -led Calm Corner demonstrations
- Breathing technique showcase
- Certificate presentation
- Celebration activities
- Take -home calm kit creation
Please RSVP by [Date]: [Contact Info]
We can't wait to share what we've learned with you!
────────────────────────────────────────────────────────────
Additional Templates Included:
Template 5: Summer Maintenance Guide: Take -home sheet for continued emotional
practice during break
Template 6: Family Workshop Slides: Complete slide deck for optional parent education
sessions
Template 7: QR Poster Archive: Family -facing posters with scan -to-practice breath
techniques
Template 8: Gratitude & Breath Cue Cards: Printable cards for fridge, backpacks, or
bedtime routines
NOTE: Templates 5 -8 (Character Emotion Cards, Breathing Technique Posters, Home -
School Connection, Gratitude Cards) follow the same professional, ready -to-use format as
Templates 1 -4. Teachers can create these additional materials using the established
template structure and Ocean Zones branding.
═══════════════════════════════════════════════════════
Section 3 Summary
COMPLETE FAMILY COMMUNICATION TOOLKIT: Section 3 provides educators with
everything needed to engage families throughout the Calm Connections program. From
weekly conversation starters to comprehensive newsletters, welcome materials to
celebration events, these templates ensure families are informed partners in their child's
emotional learning journey.
CUSTOMIZATION READY: All templates are fully editable, available in multiple languages,
and designed to be personalized with your school's branding and your students' work.
═══════════════════════════════════════════════════════
Section 4: Classroom Materials & Labels
This section provides everything you need to set up your Calm Connections classroom.
Includes character cards, breathing visuals, sensory swatch systems, Calm Corner setup,
and all necessary labels and displays.
APPENDICES B, C, D INTEGRATED: The following materials are extracted from Appendices
B (Character & Breathing), C (Sensory Swatches), and D (Calm Corner Setup).
═══════════════════════════════════════════════════════
Material Set 1: Characters & Breathing Techniques
The Four Sea Friends
Manny the Manta Ray: Calm & steady | Manta Glide Breathing
Stella the Starfish: Bright & optimistic | Sparkle Breathing
Shelly the Seashell: Thoughtful & careful | Spiral Breath
Crabby the Crab: Learning to regulate | Claw Reset Breathing
- Display character posters at student eye level
- Laminate breathing cards for durability
- Practice each technique daily
- Reference characters throughout the day
- Allow student choice of preferred technique
See APPENDIX_B_COMPLETE.txt for full content.
────────────────────────────────────────────────────────────
Material Set 2: Sensory Swatch System
Texture Types
CALMING: Soft, smooth, heavy, cool
ALERTING: Bumpy, rough, spiky, vibrating
ORGANIZING: Firm, resistive, consistent
- Organize by category in labeled bins
- Allow exploration during first weeks
- Clean swatches weekly
- Start with 8 -12 different textures
- Match textures to zones and needs
See APPENDIX_C_COMPLETE.txt for full pairing guide and labels.
────────────────────────────────────────────────────────────
Material Set 3: Calm Corner Setup
Layout Options
Small Space: 3x3 area, bean bag, wall posters. Budget: $20 -98
Full Corner: 5x5 area, shelf, rug, privacy screen. Budget: $160 -300
Mobile Bin: Portable plastic bin with all tools. Budget: $50 -150
- STOP: Notice feelings, request corner, go quietly
- BREATHE: Choose technique, take 3+ breaths
- CHOOSE: Pick a tool or sit quietly
- Return when calm and ready
See APPENDIX_D_COMPLETE.txt for full setup guide.
═══════════════════════════════════════════════════════
Section 5: Classroom Language
EXAMPLES
Ready -to-use language for real classroom moments using the Ocean Zones framework.
Includes character introductions, emotional coaching scripts, de -escalation phrases, and
positive reinforcement examples.
Character Introduction Scripts
Introducing Manny the Manta Ray
"Today meet Manny the Manta Ray! Manny glides smoothly through the ocean, staying calm
and steady. His superpower is breathing. Let's practice Manta Glide Breathing together -
spread arms wide, breathe in slowly for 4, hold 4, breathe out 4. When you feel
overwhelmed, remember Manny!"
Introducing Stella the Starfish
"Meet Stella the Starfish! She's bright and cheerful, always finding the good in every
situation. Her superpower is gratitude. Let's practice Sparkle Breathing - breathe in quickly,
raise arms and wiggle fingers like sparkles, breathe out with a smile! When you feel sad,
think of Stella!"
Introducing Shelly the Seashell
"This is Shelly the Seashell! She's thoughtful and wise, always stopping to think before
acting. Let's practice Spiral Breath - trace a spiral on your palm, breathe in as you spiral
inward, pause and think, breathe out spiraling outward. Before making quick choices,
remember Shelly!"
Introducing Crabby the Crab
"Meet Crabby the Crab! Sometimes Crabby feels grumpy or frustrated - just like all of us! His
superpower is knowing how to calm down. Let's practice Claw Reset Breathing - make tight
fists, squeeze, breathe in, hold, then release and breathe out slowly. When you're upset, use
Crabby's technique!"
────────────────────────────────────────────────────────────
Emotional Coaching Examples (20+ Scenarios)
MORNING UPSET: "I see you're sad about goodbye. Let's take Manny breaths together."
MATH FRUSTRATION: "This is tricky and you're feeling frustrated. Let's try Boil Down
breath to cool that frustration, or use Spiral Breath to think it through."
PEER CONFLICT: "You're both upset. Let's all take Claw Reset Breath breaths first."
PRE -TEST WORRY: "You're worried about the test. Let's try Deep Sea Breath for deep calm,
or Shell Breath to feel safe and protected."
LOST GAME: "That's disappointing. Think like Stella - find one sparkle in this."
TRANSITION RESISTANCE: "Hard to switch activities. Let's use Bubble Breath to transition
gently, or Peaceful Wave to ease into the change."
OVERSTIMULATION: "Bodies are very alert. Let's all do Manta Glide Breath to transition."
SUCCESS CELEBRATION: "You stayed in Green Zone all morning! Excellent regulation!"
────────────────────────────────────────────────────────────
De-Escalation Language by Zone
Green Zone
"Great job staying calm!" | "Your body is ready to learn!" | "Keep that Manny energy!"
Use a favorite celebratory breath (such as Sparkle Breath) to honor their accomplishment with appropriate
expression.
Yellow Zone
"I notice Yellow Zone signs. Let's pause." | "What tool would help?" | "Use a strategy before
Red Zone."
Red Zone
"You're in Red. I'm here to help you feel safe." | "Big feelings. Let's get to safe space." | "Try
Storm Wave to release that energy, or Anchor Drop to feel grounded." Shell Breath creates a
protective safe space, or Anchor Drop provides solid, unmoving safety.
Blue Zone
"Let's wake up with Manta Glide Breath!" | "Low energy —time for an energy boost breath!" |
"Peaceful Wave or Deep Sea Breath can help!"
═══════════════════════════════════════════════════════
Section 6: Scenario -Based Teaching
EXAMPLES
This section provides real classroom scenarios with specific language and strategies. These
examples help educators confidently apply Calm Connections concepts in everyday
moments.
HOW TO USE THESE SCENARIOS: Read the situation, notice the zone, use the suggested
language, and adapt to your students. These are templates - personalize them to match your
teaching style.
═══════════════════════════════════════════════════════
Category 1: Morning Arrival Scenarios
Scenario 1: Upset About Parent Drop -Off
SITUATION: Student enters classroom crying after saying goodbye to parent at drop -off.
ZONE: Red/Yellow (Very upset, moving toward Yellow)
WHAT YOU OBSERVE: Tears, tight body, difficulty taking off backpack, won't make eye
contact
What To Say:
"I can see saying goodbye to your mom was really hard this morning. Those are big feelings.
Let's take some Manny breaths together to help your body feel calm. Breathe with me... in...
out... You're safe here with me."
STRATEGY: Manta Glide Breathing + physical proximity + calm presence
EXPECTED OUTCOME: Student begins to calm, accepts comfort, transitions to morning
work within 5 -10 minutes
FOLLOW -UP: Check in at mid -morning, praise brave morning arrival, communicate with
parent about strategy
Scenario 2: Arrives Angry From Bus
SITUATION: Student storms into classroom, throws backpack down, crosses arms tightly.
ZONE: Red Zone (Angry, agitated)
WHAT YOU OBSERVE: Furrowed brow, clenched fists, loud movements, defensive posture
What To Say:
"Something frustrating happened on the bus. I can see you're in Red Zone right now. Would
the Calm Corner help? Or would you like to use Crabby's Claw Reset Breath breathing right
here with me? You choose."
STRATEGY: Offer choice between Calm Corner or breathing with teacher, give space,
validate emotion
EXPECTED OUTCOME: Student chooses tool, begins to de -escalate to Yellow Zone, ready to
talk about what happened
FOLLOW -UP: Brief conversation when calm, teach problem -solving for bus conflicts, may
contact bus driver
Scenario 3: Overly Excited/Silly Energy
SITUATION: Student bounces into room, talking loudly, interrupting others, can't sit still.
Try Peaceful Wave for gentle rhythmic movement or Manta Glide Breath to bring energy into
steady focus.
ZONE: Yellow Zone (High, silly energy)
WHAT YOU OBSERVE: Loud voice, quick movements, difficulty following directions,
seeking attention
What To Say:
"Wow, you have SO much energy this morning! Your body is in Yellow Zone - very alert and
excited. That's great energy, but we need to organize it before we start learning. Let's do
Shelly's Spiral Breath together. This will help us focus that energy."
STRATEGY: Spiral Breath to organize energy, redirect to calm morning task, offer fidget tool
EXPECTED OUTCOME: Energy level decreases to Green Zone, student able to focus on
morning routine. Begin with Manta Glide Breath for calm focus, or offer an appropriate movement break if
students need energizing.
FOLLOW -UP: Praise when student shows self -regulation, offer movement breaks
throughout morning Students with access to all 16 breathing techniques have a
comprehensive self -regulation toolkit.
Scenario 4: Arrives Tired and Withdrawn
SITUATION: Student enters slowly, puts head down immediately, won't greet teacher or
peers.
ZONE: Blue Zone (Low energy, withdrawn)
WHAT YOU OBSERVE: Slumped posture, avoiding interaction, quiet voice or no voice, slow
movements
What To Say:
"Good morning. I notice you're in Blue Zone today - low energy. That happens sometimes.
Would some Sparkle Breath help wake up your body? Or would you like to move around a
bit to get your energy up?"
STRATEGY: Sparkle Breathing for alerting, offer movement or alerting sensory swatch,
check for illness
EXPECTED OUTCOME: Student begins to engage, energy level increases slightly, able to
participate in modified way
FOLLOW -UP: Monitor throughout day, contact family if pattern continues, provide breaks
as needed
Scenario 5: Needs Immediate Check -In
SITUATION: Student arrives and immediately asks "Can I tell you something?" with
worried expression.
ZONE: Yellow Zone (Worried, anxious)
WHAT YOU OBSERVE: Seeking connection, worried facial expression, urgent need to share
What To Say:
"Of course you can tell me. I can see this feels important and you're worried about it. Let's
step over here for a minute. What's going on?"
STRATEGY: Active listening, validate feelings, help problem -solve if needed, connect to
zone/tools
EXPECTED OUTCOME: Student feels heard, worry decreases, ready to start day after brief
conversation
FOLLOW -UP: Check in later in day, teach when to use tools independently vs. when to ask
for help
────────────────────────────────────────────────────────────
Category 2: Academic Work Scenarios
Scenario 1: Frustration During Difficult Task
SITUATION: Student working on challenging math problem, starts sighing heavily, erasing
repeatedly.
ZONE: Yellow Zone (Frustrated, moving toward Red)
What To Say:
"I can see this problem is really challenging you. You're in Yellow Zone - getting frustrated.
Let's pause like Shelly the Seashell before this gets bigger. Take a Spiral Breath with me,
then we'll look at this together."
STRATEGY: Early intervention before Red Zone, breathing break, then scaffold the task
Scenario 2: Refusal to Start Work
SITUATION: Student stares at blank paper, won't pick up pencil despite multiple prompts.
ZONE: Yellow/Blue (Worried about failure or overwhelmed)
What To Say:
"I notice you haven't started yet. Sometimes that means the task feels too big or we're
worried about doing it wrong. What would help you take the first step? Should we break
this into smaller pieces together?"
STRATEGY: Identify the barrier, scaffold task, offer choice, reduce overwhelming feeling
Scenario 3: Perfectionism Causing Shutdown
SITUATION: Student has erased their writing five times, now refuses to write anything at
all.
ZONE: Yellow/Red (Anxious, frustrated with self)
What To Say:
"Your brain is telling you it has to be perfect, and that's making your body stressed.
Remember, we're learning! Mistakes help us grow. Let's do Manny breathing to calm that
worried feeling, then try writing without erasing - we can fix it later."
STRATEGY: Address perfectionism directly, breathing to calm anxiety, reframe mistakes
Scenario 4: Rushing Without Thinking
SITUATION: Student finishing work in 2 minutes that should take 10, making careless
errors.
ZONE: Yellow Zone (Impulsive, not self -monitoring)
What To Say:
"I can see you finished very quickly! But when I look at your work, I notice you didn't use
Shelly's strategy - stop and think. Let's practice Spiral Breath, then go back through and
check your work carefully."
STRATEGY: Teach self -monitoring, use Shelly the Seashell character as reminder, model
checking work
Scenario 5: Success and Celebration
SITUATION: Student completes difficult task they've been working on for days.
ZONE: Green Zone (Proud, accomplished)
What To Say:
"Look at you! You persevered through this challenging work and didn't give up even when it
was hard. You stayed in Green Zone, used your tools when you needed them, and finished!
That's what Stella's sparkle looks like - let's celebrate!"
STRATEGY: Specific praise for effort and strategy use, celebrate emotional regulation too
────────────────────────────────────────────────────────────
Category 3: Recess & Social Scenarios
Scenario 1: Peer Conflict Over Game Rules
SITUATION: Two students arguing loudly about whether someone was "out" in four -
square.
ZONE: Yellow/Red (Both students escalating)
What To Say:
"I can see you both have strong feelings about what happened. You're both in Yellow Zone
heading to Red. Let's all take Claw Reset Breath breaths together - squeeze out that
frustration. Good. Now we can problem -solve."
STRATEGY: Stop escalation with breathing, then use problem -solving steps from Week 10
Scenario 2: Exclusion From Play
SITUATION: Student reports "They won't let me play" with sad, rejected expression.
ZONE: Yellow/Blue (Sad, hurt feelings)
What To Say:
"That must feel really hurtful to be left out. You're in Yellow Zone - sad and disappointed.
Those are normal feelings. Let's think like Shelly the Seashell about how to solve this. What
are your options?" Offer Comfort Breath for internal warmth or Shell Breath for creating a
safe space within themselves.
STRATEGY: Validate feelings, teach advocacy skills, role -play joining play, facilitate if
needed
Scenario 3: Physical Aggression Response
SITUATION: Student hit another student who accidentally bumped into them during tag.
ZONE: Red Zone (Reactive aggression)
What To Say:
"Stop. Bodies are not for hitting. You went to Red Zone very quickly. Let's get you to a safe
space to calm down. We'll talk about what happened when you're back in Yellow or Green
Zone."
STRATEGY: Safety first, remove from situation, Calm Corner, process when calm, teach
replacement behavior Shell Breath creates a protective safe space, or Anchor Drop provides
solid, unmoving safety.
Scenario 4: Friendship Repair
SITUATION: Student who had conflict yesterday now wants to play with same peer, but
peer is avoiding them.
ZONE: Yellow Zone (Anxious about reconciliation)
What To Say:
"You want to be friends again, and that shows real maturity. Your friend might still be in
Yellow Zone too. Let's practice what you could say: I'm sorry about yesterday. Can we try
again today? Want me to help you talk to them?"
STRATEGY: Teach friendship repair language, facilitate reconciliation, scaffold social skills
────────────────────────────────────────────────────────────
Category 4: Transition Scenarios
Scenario 1: Difficulty Stopping Preferred Activity
SITUATION: Student refuses to stop playing blocks when it's time to transition to math.
ZONE: Yellow/Red (Resistant, frustrated)
What To Say:
"I know it's hard to stop something fun. Your body is saying NO! Let's use Shelly's pause -
take a Spiral Breath. You can finish this tower after math. For now, we need to transition.
Would setting the tower on the shelf to finish later help?"
STRATEGY: Validate difficulty, offer breathing, provide plan for later, set clear expectation
Scenario 2: Unexpected Schedule Change
SITUATION: Assembly was cancelled - students who were excited are now disappointed.
ZONE: Yellow/Blue (Disappointed, dysregulated)
What To Say:
"I know we were all looking forward to the assembly. It's disappointing when plans change.
Many of us are in Yellow Zone right now. Let's all do Sparkle Breath together to help us
adjust to this change and find something positive."
STRATEGY: Whole -class regulation, acknowledge disappointment, model flexibility,
redirect
Scenario 3: Returning From Recess
SITUATION: Class returns from active recess still very energized, having difficulty settling.
ZONE: Yellow Zone (High energy, need to organize)
What To Say:
"That was a fun, active recess! I can see everyone's bodies are still in Yellow Zone - lots of
energy. Before we start our reading, let's all do Manta Glide Breathing to help our bodies
transition to calm, focused learning mode."
STRATEGY: Whole -class breathing transition, normalize need to regulate, prepare for
focused work
═══════════════════════════════════════════════════════
Section 6 Summary
REAL CLASSROOM MOMENTS: Section 6 provides 17+ concrete scenarios with specific
language educators can use in real moments. These examples build confidence and
demonstrate how to apply Calm Connections concepts across diverse situations.
ADAPTATION ENCOURAGED: Use these scenarios as templates. Modify the language to
match your teaching style, add scenarios specific to your classroom, and share successful
responses with colleagues.
═══════════════════════════════════════════════════════
Section 7: Visual Supports & Displays
This section provides templates for classroom posters, anchor charts, student tools, and
visual displays. All materials are designed to be print -ready and professionally presented.
PRINTING SPECIFICATIONS: Recommended sizes are noted for each template. Print on
cardstock for durability, laminate high -use items, and use removable adhesive for wall
displays.
═══════════════════════════════════════════════════════
Category 1: Classroom Poster Templates
Poster: Welcome to Calm Connections
SIZE: 18" x 24" or larger
PURPOSE: Main program introduction poster for classroom entrance or near Calm Corner
CONTENT INCLUDES:
- Program title with ocean/sea theme graphics
- Brief description: "Learning to understand and manage our emotions"
- Images of all 4 Sea Friend characters
- Teacher name and year
- Welcoming, colorful design
PLACEMENT: Classroom entrance, bulletin board, or above Calm Corner
Poster: Zones of Regulation Chart
SIZE: 24" x 36" (large format)
PURPOSE: Central reference for zone colors, feelings, and responses
CONTENT INCLUDES:
- Four colored quadrants (Green, Yellow, Red, Blue)
- Emotion words for each zone (6 -8 per zone)
- Body clues for each zone
- Tools/strategies for each zone
- Visual icons and graphics
- Clear, large text for visibility
PLACEMENT: Central wall location, visible from all areas of classroom
Poster: STOP, BREATHE, CHOOSE Steps
SIZE: 11" x 17" or 18" x 24"
PURPOSE: Visual reminder of Calm Corner protocol
CONTENT INCLUDES:
- Three numbered steps with graphics
- STOP: Notice your feelings, ask for Calm Corner
- BREATHE: Choose a breathing technique, take 3+ breaths
- CHOOSE: Pick a tool to help you feel better
- Simple, clear language and images
- Arrows showing progression through steps
PLACEMENT: Inside or near Calm Corner, at student eye level Post all 16 breathing
technique posters in the Calm Corner so students can choose what they need.
Poster: Breathing Techniques Reference
SIZE: 11" x 17"
PURPOSE: Quick reference for all breathing techniques (starting with four foundation
techniques and expanding to sixteen total)
CONTENT INCLUDES:
- Four sections, one per technique
- Character icon + technique name
- Simple numbered steps (3 -5 per technique)
- When to use this technique
- Small visual demonstration
- Color -coded by character
PLACEMENT: Near Calm Corner, by teacher desk, in multiple locations
Poster: How Are You Feeling Today?
SIZE: 18" x 24"
PURPOSE: Daily emotion check -in poster
CONTENT INCLUDES:
- Question at top in large, friendly font
- Faces showing different emotions (8 -12)
- Emotion words below each face
- Zone color coding
- Space for student names/clips
- Encouraging message about all feelings being okay
PLACEMENT: Morning meeting area, entrance, check -in station
────────────────────────────────────────────────────────────
Category 2: Anchor Chart Layouts
Anchor Chart: What To Do When... Chart
FORMAT: Two -column chart
CONTENT: Left: Feeling/situation | Right: Tool/strategy to use
EXAMPLE: When I feel worried → Manny breathing | When I feel frustrated → Claw Reset
Breath | When I feel silly → Spiral breathing
Anchor Chart: Character Traits Comparison
FORMAT: Four -quadrant chart
CONTENT: One quadrant per Sea Friend with image, traits, breathing technique, when to
use
EXAMPLE: Manny: Calm & Steady, Manta Glide Breath, Use when overwhelmed
Anchor Chart: Problem -Solving Steps
FORMAT: Vertical sequence chart
CONTENT: 5 numbered steps with icons and explanation
EXAMPLE: 1. Stop and calm down | 2. Name the problem | 3. Think of solutions | 4. Pick one
and try it | 5. Reflect on how it worked
Anchor Chart: Self -Regulation Strategies Toolbox
FORMAT: Toolbox graphic with tools inside
CONTENT: Drawing of toolbox with various tools labeled (breathing, swatches, Calm
Corner, talking to adult, etc.)
EXAMPLE: Visually shows all available tools students can "pull out" when needed
────────────────────────────────────────────────────────────
Category 3: Student Self -Assessment Visuals
Tool: Individual Zone Check -In Slider
DESCRIPTION: Card with sliding clip that students move to show current zone
HOW TO MAKE: Laminated card (4" x 6") with zones in order, attach paper clip that slides
up and down
HOW TO USE: Students keep at desk, move clip throughout day to show zone
Tool: Emotion Thermometer
DESCRIPTION: Vertical thermometer graphic showing escalation from calm to very upset
HOW TO MAKE: Print thermometer (8.5" x 11"), color -code by zone, laminate, add
moveable marker
HOW TO USE: Student points to or marks current emotional intensity level
Tool: My Toolbox Tracking Sheet
DESCRIPTION: Weekly tracking sheet where students record which tools they used each
day
HOW TO MAKE: Grid format: Days of week across top, tools down side, students check or
color boxes
HOW TO USE: Builds self -awareness, tracks strategy use, identifies patterns
Tool: Daily Reflection Card
DESCRIPTION: Exit ticket format with prompts about zones and tools used
HOW TO MAKE: Quarter -page cards with 3 -4 prompts, print stack for daily use
HOW TO USE: End of day reflection, stored in student folder or sent home Close with
Jellyfish Float for complete relaxation or Peaceful Wave for gentle transition home.
═══════════════════════════════════════════════════════
Section 7 Summary
COMPLETE VISUAL SYSTEM: Section 7 provides templates for 13+ visual supports that
create a cohesive, professional Calm Connections classroom environment. From large
posters to individual student tools, these visuals make the program visible and accessible.
PRINT -READY DESIGNS: All templates include size recommendations, content
specifications, and usage guidance. Print on cardstock, laminate for durability, and
customize with your classroom colors and student work.
💡 PRO TIP: Start with 3 -5 essential visuals (Zone Chart, STOP/BREATHE/CHOOSE,
Character Posters), then add more as students become familiar with the program. Too many
visuals at once can be overwhelming.
═══════════════════════════════════════════════════════
Section 8: Quick -Reference Forms
This section provides quick -reference tools for daily use. Includes planning templates,
observation forms, printables guide, and celebration materials.
APPENDICES A, H, I, J INTEGRATED: The final 4 appendices provide comprehensive quick -
reference materials for educators.
═══════════════════════════════════════════════════════
Quick -Reference 1: Program Quick Start Guide
FROM APPENDIX A: One -page overview for new educators and substitutes
12-Week Overview
Phase 1: Foundation (Weeks 1 -4): Sea Friends, Zones, Breathing, Sensory
Phase 2: Integration (Weeks 5 -8): Calm Corner, Application, Toolbox, Empathy
Phase 3: Mastery (Weeks 9 -12): Help -seeking, Problem -solving, Friendship, Celebration
The Four Sea Friends (At -a-Glance)
Manny (Manta Ray): Calm & steady, Manta Glide Breath breathing
Stella (Starfish): Bright & optimistic, Sparkle breathing
Shelly the Seashell (Seashell): Thoughtful & careful, Spiral breathing
Crabby (Crab): Learning to regulate, Claw Reset Breath breathing
WEEKLY TIME COMMITMENT: 75-120 minutes total (direct instruction + daily
integration)
See APPENDIX_A_COMPLETE.txt for full Quick Start Guide.
────────────────────────────────────────────────────────────
Quick -Reference 2: Printables Master List
FROM APPENDIX H: Complete printing schedule and organization system
Before Program Starts - One -Time Printables
- Visual Supports: Zone chart, STOP/BREATHE/CHOOSE poster, character posters
- Classroom Materials: Character cards, breathing cards, swatch labels
- Anchor Charts: What to do when, problem -solving, toolbox
- Family Materials: Welcome letter, QR posters, cue cards
- Teacher Tools: Weekly planner, observation forms, usage log
Weekly Printables
Each week: Differentiated worksheets (3 levels), weekly family prompt, lesson planner
BUDGET ESTIMATE: Full program: $150 -200 (all color) | $75 -125 (mixed) | $40 -75
(mostly B&W)
See APPENDIX_H_COMPLETE.txt for complete printables checklist and tracking log.
────────────────────────────────────────────────────────────
Quick -Reference 3: Planning & Reflection Tools
FROM APPENDIX I: Templates for lesson planning, observation, and reflection
Available Templates
- Weekly Lesson Planner (objectives, schedule, differentiation)
- Daily Observation Form (whole class and individual notes)
- Fidelity Checklist (implementation tracking)
- Weekly Reflection Sheet (growth and adjustments)
- Mid -Program Reflection (after Week 6)
- End -of-Program Reflection (after Week 12)
- Professional Development Log (PD tracking)
See APPENDIX_I_COMPLETE.txt for full printable templates.
────────────────────────────────────────────────────────────
Quick -Reference 4: Celebration & Recognition
FROM APPENDIX J: Certificates, event planning, and recognition ideas
Printable Certificates (6 designs)
- Program Completion Certificate (all students)
- Calm Corner Champion Award
- Breathing Master Certificate
- Sea Friend of the Week
- Peer Helper Award
Week 12 Celebration Event
Complete planning checklist, activity ideas (4 formats), and family invitation template
included.
See APPENDIX_J_COMPLETE.txt for full certificates and event planning guide.
═══════════════════════════════════════════════════════
Section 8 Summary
COMPLETE QUICK -REFERENCE SYSTEM: Section 8 provides all daily tools educators need:
quick start guide, printables checklist, planning templates, and celebration materials. These
resources support organized, efficient implementation. A single breathing technique can
reset a student's emotional state in 30 -60 seconds.
ALL 11 APPENDICES NOW EXTRACTED: With Section 8 complete, all content from all 11
appendices has been successfully integrated throughout this Templates & Examples
Resource Book!
═══════════════════════════════════════════════════════
Section 9: Comprehensive Lesson Plans
This section provides comprehensive, detailed lesson plans for all 12 weeks of the Calm
Connections curriculum. Each week includes learning objectives, materials lists, setup
instructions, lesson flow, and teaching guidance.
NOTE: Section 1 of this book contains ready -to-use scripts (what to say). This Section 9
contains the complete lesson plans (comprehensive teaching structure). Use both together
for full implementation guidance.
═══════════════════════════════════════════════════════
Section 4: Core Curriculum - 12 Weekly
LESSONS
4.1 Week 1: Meet The Sea Friends — Recognizing
Emotions Through Story
Learning Objective: Students will identify and name the four sea -friend characters and
connect them to basic emotions through storytelling and visual matching.
SEL Competency Focus:
Primary: Self -Awareness (recognizing and labeling emotions)
Secondary: Social Awareness (understanding that others have emotions too)
🧰 Materials Needed:
Print from Calm Connections Printable Resources Folder:
Weekly_Materials/Week_1/Mood_Match_Worksheet_Emerging.pdf
Weekly_Materials/Week_1/Mood_Match_Worksheet_Developing.pdf
Weekly_Materials/Week_1/Mood_Match_Worksheet_Advanced.pdf
Weekly_Materials/Week_1/Character_Coloring_Pages.pdf
Weekly_Materials/Week_1/Family_Take_Home_Week1.pdf
Character_Visuals/Character_Cards_Color.pdf (4 sets, laminated)
Physical Materials:
Character card sets (4 laminated sets)
Crayons, markers, or colored pencils
Student journals or composition notebooks
Stickers (optional, for emerging learners)
Chart paper or whiteboard for brainstorming
Setup Preparation (5 minutes before lesson):
Arrange students in circle or semi -circle where all can see you
Display 4 large character cards on board or easel (Manny, Stella, Shelly the Seashell, Crabby)
Have smaller character card sets ready to pass around
Sort worksheets by differentiation level
Have journals and writing tools accessible
Lesson Duration: 35 minutes (standard format)
Alternative: Split into Day 1 (Parts 1 -2, 20 min) and Day 2 (Parts 3 -5, 15 min)
LESSON FLOW
PART 1: OPENING CIRCLE (5 minutes)
Purpose: Build excitement and curiosity; establish emotional safety for sharing Shell Breath
creates a protective safe space, or Anchor Drop provides solid, unmoving safety.
📖 Opening Script:
[Gather students in circle. Speak with warm, welcoming tone. Hold up each character card
as you introduce them.]
"Good morning, everyone! Welcome to something brand new and exciting. For the next 12
weeks, we're going on a special journey together —a journey to learn about our feelings and
how our bodies work when we have different emotions.
And we're not going alone! We have four special friends joining us. They live in the ocean,
and each one teaches us about a different feeling. Let me introduce you to our Sea of
Emotions friends!
[Hold up Manny card]
This is Manny the Manta Ray. Look at Manny —his fins are spread wide, his body looks
relaxed, and he has a gentle smile. Manny feels calm, peaceful, and ready to learn. When you
feel like Manny, your body is relaxed, your breathing is slow, and you feel safe. Manny glides
through the calm blue ocean.
[Hold up Stella card]
This is Stella the Starfish. Look at Stella —she's bright yellow and sparkly! Stella feels happy,
excited, and full of energy. When you feel like Stella, you might be smiling, bouncing, or
laughing. You feel joyful and want to celebrate! Stella sparkles in the sunny yellow water.
[Hold up Shelly the Seashell card]
This is Shelly the Seashell. Look at Shelly —she's curled up in her shell, looking a little shy or
worried. Shelly feels sad, worried, scared, or hurt. When you feel like Shelly, you might want
to be quiet, or you might want to hide for a little while. You might feel small or like you need
extra comfort. Shelly hides in the soft purple water when she needs to feel safe. Shell Breath
creates a protective safe space, or Anchor Drop provides solid, unmoving safety.
[Hold up Crabby card]
This is Crabby the Crab. Look at Crabby —his claws are up, his body is tense, and he looks
frustrated! Crabby feels angry, frustrated, or overwhelmed. When you feel like Crabby, your
body might feel tight and hot, and you might want to snap your claws or yell. You have BIG
feelings that need to come out safely. Crabby lives in the red water where everything feels
intense.
Now, here's something REALLY important: All four of these sea friends are equally
important. There are NO bad feelings.
Everyone feels like Manny sometimes. Everyone feels like Stella sometimes. Everyone feels
like Shelly the Seashell sometimes. And yes —EVERYONE feels like Crabby sometimes, even
teachers, even parents, even me!
Our job is to learn which sea friend we feel like at different times, and to learn ways to help
ourselves when we need it."
🗣️ Discussion Prompts:
[Ask these questions one at a time, allowing 2 -3 students to respond to each]
"Can anyone point to the sea friend who feels calm and peaceful?"
[Students point to Manny]
"Yes! Manny is our calm friend!"
"Which sea friend has BIG feelings and might need to squeeze like claws?"
[Students point to Crabby]
"That's right! When we feel frustrated or angry, we feel like Crabby."
"Has anyone here ever felt sad or worried like Shelly the Seashell?"
[Hands may go up; validate responses]
"Of course! Everyone feels like Shelly the Seashell sometimes. That's completely normal."
"Who can show me with their body what Stella energy looks like?"
[Students may bounce, smile, wave arms]
"Yes! Stella is full of happy, excited energy!"
Differentiation for Opening:
Non -verbal students: Hold up or point to character cards in response
Students with limited attention: Shorten to 3 minutes; introduce only 2 characters first
(Manny and Stella), add Shelly the Seashell and Crabby in 2nd half of lesson
Advanced students: Ask them to predict: "What do you think Crabby might need when he's
feeling angry?"
PART 2: CORE ACTIVITY (20 minutes)
Activity A: Character Exploration & Brainstorming (10 minutes)
Setup: Pass around laminated character cards so students can touch and examine them up
close while you facilitate discussion.
Instructions:
"Now we're going to become experts on our sea friends! I'm going to pass around the
character cards. When you get one, look at it closely. Notice the colors, the expression, the
body position. Think about what that sea friend is feeling."
[Pass cards around circle. As students examine, facilitate discussion for each character.]
MANNY Discussion: "Let's talk about Manny first. Look at his body —what do you notice?"
[Possible responses: "He's spread out," "He looks relaxed," "He's smiling"]
"When have YOU felt like Manny? When was your body calm and ready?"
[Chart responses on board: "After sleeping," "During quiet reading," "When Mom hugs me"]
STELLA Discussion: "Now Stella! What do you notice about Stella?"
[Possible responses: "She's bright," "She looks happy," "She has energy"]
"When have YOU felt like Stella? When were you excited and happy?"
[Chart responses: "On my birthday," "When I won a game," "At recess"]
SHELLY Discussion: "Let's talk about Shelly the Seashell. This one might feel a little harder
to talk about. Remember, ALL feelings are okay to share here."
"When have YOU felt like Shelly the Seashell? When did you feel sad, worried, or hurt?"
[Chart responses: "When I missed my mom," "When someone wasn't nice," "When I made a
mistake"]
"Thank you for being brave and sharing Shelly the Seashell feelings. That takes courage."
CRABBY Discussion: "Now Crabby. Look at those claws! Crabby has BIG feelings."
"When have YOU felt like Crabby? When did you feel frustrated or angry?"
[Chart responses: "When someone took my toy," "When I couldn't do something," "When
things felt unfair"]
"Yes! All of these situations can make us feel like Crabby. That's normal!"
Teaching Points:
Emphasize: "Different situations make us feel like different sea friends"
Validate ALL responses, especially vulnerable ones (Shelly the Seashell/Crabby)
If students are reluctant to share Shelly the Seashell/Crabby moments, model your own: "I
felt like Crabby this morning when my coffee spilled!"
Differentiation:
Emerging learners: Just point to or hold up characters; don't require verbal response
Developing learners: Use sentence starter: "I felt like [character] when..."
Advanced learners: "Can you think of a time you felt like TWO sea friends at once?"
Activity B: Mood Match Worksheet (10 minutes)
Transition Script:
"Great work exploring our sea friends! Now you're going to show me what you learned by
matching feelings to our friends. You'll each get a worksheet, and your job is to show which
sea friend matches different situations."
Instructions:
[Distribute differentiated worksheets based on student profiles]
Emerging Learner Worksheet:
Format: 6 pictures showing scenarios, with 4 small character images below each picture
Task: Circle or color the sea friend that matches the picture
Scenarios:
Picture: Child on swing, smiling → Circle Stella
Picture: Child with scraped knee, crying → Circle Shelly the Seashell
Picture: Child reading book quietly → Circle Manny
Picture: Child with broken toy, angry face → Circle Crabby
Picture: Child blowing out birthday candles → Circle Stella
Picture: Child waving goodbye to parent → Circle Shelly the Seashell
Support Strategies:
Read/describe each picture aloud
Point to character options: "Is this Manny, Stella, Shelly the Seashell, or Crabby?"
Hand -over -hand support for circling if needed
Allow sticker placement instead of circling
Accept any reasonable answer (some scenarios could be multiple characters)
Success Criteria: Student engages with matching task and identifies at least 3 out of 6
correctly
Developing Learner Worksheet:
Format: 6 written scenarios with character choices and zone colors
Task: Draw a line from scenario to matching character AND color the zone
Scenarios:
"My friend shares their snack with me at lunch."
Match to: Stella (happy/grateful)
Color: Yellow zone
"I can't find my favorite pencil anywhere."
Match to: Shelly the Seashell (worried/sad) or Crabby (frustrated)
Color: Purple or Red zone
"I'm sitting quietly and reading my favorite book."
Match to: Manny (calm/focused)
Color: Blue zone
"Someone takes my toy without asking."
Match to: Crabby (angry/defensive)
Color: Red zone
"It's time for P. E. and I love running!"
Match to: Stella (excited/joyful)
Color: Yellow zone
"I have to read aloud in front of the whole class."
Match to: Shelly the Seashell (nervous/scared)
Color: Purple zone
Support Strategies:
Read scenarios aloud as group
Discuss: "How might you feel in this situation?"
Provide sentence starter at bottom: "In this situation, I would feel like ___ because ___."
Allow drawing of character face next to scenario
Accept multiple correct answers for ambiguous scenarios
Success Criteria: Student matches at least 4 out of 6 scenarios appropriately and can explain
one choice
Advanced Learner Worksheet:
Format: 4 written scenarios with blank lines for response
Task: Write which character(s) match and explain why in 1 -2 sentences
Scenarios:
"You studied really hard for your spelling test and got 100%!"
Expected: Stella (proud, happy, excited)
Write: "I would feel like ___ because ___."
"You're playing a board game with friends, and they change the rules without asking you."
Expected: Crabby (frustrated, angry at unfairness)
Write: "I would feel like ___ because ___."
"Tomorrow you have to give a presentation in front of the whole class."
Expected: Shelly the Seashell (nervous, worried) or Manny (calm if confident)
Write: "I would feel like ___ because ___."
"Your teacher says you did an amazing job helping a classmate today."
Expected: Stella (happy, proud)
Write: "I would feel like ___ because ___."
Additional Challenge: "Write your OWN scenario and tell which sea friend appears. Can you
think of a situation where you might feel like TWO sea friends at the same time?"
Support Strategies:
Provide vocabulary word bank: proud, jealous, relieved, embarrassed, confident,
disappointed
Encourage complex thinking: "Could you feel TWO ways at once in this situation?"
Invite peer sharing: "Turn and share one answer with your partner"
Success Criteria: Student writes clear responses for all 4 scenarios and creates one original
scenario
Worksheet Completion Tips:
Play soft instrumental music during independent work
Circulate to provide verbal prompts and encouragement
Use visual timer set for 8 minutes
Allow sensory tools (fidgets, swatches) while working
Offer Calm Corner break if student becomes frustrated Post all 16 breathing technique
posters in the Calm Corner so students can choose what they need.
For fast finishers: "Color the characters on your page" or "Draw yourself as a sea friend"
PART 3: BREATHING PRACTICE (5 minutes)
Featured Breath: Manta Glide Breath (Manny)
Purpose: Introduce first regulation tool; practice calm breathing as foundation
Transition Script:
"Wonderful work, sea explorers! You matched feelings to our friends. Now I'm going to
teach you something really special: Manny's Manta Glide Breath.
Remember, Manny is our calm friend. When we want to feel peaceful and ready like Manny,
we can use his special breathing technique. And the best part? You can use this breath
anywhere, anytime you need to feel more calm."
Breathing Demonstration:
[Stand where all students can see you. Model with exaggerated, slow movements.]
"Watch my arms. They're going to move like Manny's big fins gliding slowly through the
calm ocean water.
Step 1: Breathe IN slowly through your nose while your arms glide out wide to your sides —
like this." [Inhale for 3 counts while extending arms outward slowly]
"Count with me: 1...2...3..."
"Step 2: Hold your breath for just a second with your arms out wide." [Hold for 1 count with
arms extended]
"Step 3: Breathe OUT slowly through your mouth while your arms glide back down to your
sides —like this." [Exhale for 5 counts while bringing arms back down slowly]
"Count with me: 1...2...3...4...5..."
"That's Manta Glide Breath! Let's try it together."
Guided Practice (3 rounds):
[Lead students through 3 complete breaths. Use calm, slow voice with clear counting.]
Round 1: "Everyone stand up if you can. Arms at your sides. Ready? Breathe IN... arms glide
out... 1, 2, 3... Hold... Breathe OUT... arms glide down... 1, 2, 3, 4, 5... Nice gliding!"
Round 2: "Again, and notice how your body feels. Breathe IN... 1, 2, 3... Hold... Breathe OUT...
1, 2, 3, 4, 5... Beautiful."
Round 3: "One more time. Really feel your body getting calm. Breathe IN... 1, 2, 3... Hold...
Breathe OUT... 1, 2, 3, 4, 5... Excellent work. Gently bring your arms down and sit back
down."
🗣️ Reflection Prompt:
"Put one hand on your belly. How does your body feel right now compared to before we did
Manny's breath?
[Allow 30 seconds for students to notice]
Does your body feel:
More calm? [Ask for thumbs up]
More relaxed? [Ask for thumbs up]
Like Manny? [Ask for thumbs up]
This is what Manny's breath does —it helps our bodies remember what calm feels like. You
can use this breath anytime you need to feel more like Manny:
Before a test
After recess
When you feel worried
During transitions
Anytime you want!"
Differentiation for Breathing:
Students with motor challenges: Glide hands on table instead of raising arms; or just focus
on breathing without arm movements
Students with respiratory issues: Shorter counts (inhale 2, exhale 3)
Students who resist: "You can just watch today. That's okay. Maybe you'll want to try
tomorrow."
Students with sensory sensitivities: Dim lights if possible; allow eyes open or closed based
on preference
Students with high energy: Use BIGGER arm movements to channel energy
QR Demo Reference: [Hold up QR demo card]
"See this special code? If you scan it with a phone or tablet, you can watch a video of
Manny's Manta Glide Breath! I'm sending this home so you and your family can practice
together."
PART 4: REFLECTION & JOURNALING (5 minutes)
Purpose: Consolidate learning through personal expression; build emotional vocabulary
Transition Script:
"You've done amazing work today learning about our four sea friends. Now it's time to think
about YOUR feelings. We're going to write or draw in our journals about which sea friend
we feel like today."
📓 Journal Prompt:
Write on board for all students:
"Today I feel like ___________ because ___________."
Emerging Learners:
Materials: Pre -printed journal page with sentence starter and character stickers
Format:
Today I feel like [ space for sticker ] because [ space for picture or word ].
Task:
Choose one character sticker (Manny, Stella, Shelly the Seashell, or Crabby) and place in
first blank
Draw a simple picture or have adult write one word in second blank
Support:
Adult asks: "Which sea friend do you feel like right now?"
Student points to character card or holds up character
Adult: "Great! Put that sticker here. Now, why do you feel like [character]? What
happened?"
Accept non -verbal responses: pointing to pictures, gestures, facial expressions
Scribe if student cannot draw: "You feel like Stella because it's a sunny day. I'll write that for
you."
Alternative: Student just colors their chosen sea friend on the journal page
Success Criteria: Student makes a choice and communicates it in any modality
Developing Learners:
Format: Composition notebook or journal with sentence starter written at top
Task: Complete the sentence frame with words or short phrase
Examples:
"Today I feel like Manny because we had a calm morning."
"Today I feel like Stella because I'm excited about art class."
"Today I feel like Shelly the Seashell because I miss my friend who's absent."
Support:
Provide word bank on board: happy, sad, excited, worried, calm, angry, tired, nervous
Encourage drawing + writing: "You can draw AND write!"
Offer sentence expansion: "Can you add one more detail?"
Allow color -coding: "Color your sea friend's zone color around your sentence"
Extension: "Draw a small picture of yourself showing that feeling"
Success Criteria: Student completes sentence with at least one feeling word and one reason
Advanced Learners:
Format: Composition notebook with open -ended prompt
Task: Write 2 -3 sentences explaining emotional state and context
Prompts:
"Today I feel like ___ because ___. My body feels ___. This reminds me of ___."
"I felt like ___ [sea friend] this morning, but now I feel like ___ [different sea friend]. What
changed was ___."
"This week I felt like all four sea friends at different times. I felt like Manny when ___, Stella
when ___, Shelly the Seashell when ___, and Crabby when ___."
Support:
Encourage detail: "Tell me MORE about why you feel this way"
Invite complexity: "Did you feel like two sea friends at once today?"
Vocabulary challenge: "Can you use a more specific feeling word than 'sad'? Maybe
disappointed, lonely, or hurt?" Offer Comfort Breath for internal warmth or Shell Breath for
creating a safe space within themselves.
Extension: "Write about a time this week when you felt like a DIFFERENT sea friend, and
what made your feeling change."
Success Criteria: Student writes detailed reflection demonstrating understanding of
character -emotion connection
Journaling Time Management:
Play soft background music (ocean sounds, instrumental)
Set visual timer for 5 minutes
Circulate to offer support and encouragement
Notice and name effort: "I love how you're really thinking about your feelings!"
For students who finish early: "Add color to your page" or "Draw all four sea friends"
For students who struggle to start: Sit with them, ask questions, scribe their responses
Sharing Circle (Optional, 2 minutes):
"Who would like to share one sentence from their journal? Remember, sharing is
OPTIONAL. You can always keep your feelings private."
[Invite 2 -3 volunteers only. Keep it brief. DO NOT require everyone to share, especially on
Week 1.]
Affirming Responses:
"Thank you for sharing that feeling with us."
"That's a great example of noticing your emotions!"
"I appreciate your brave sharing."
"Who else felt like [character] today?" [Build connection]
PART 5: CLOSING & HOME CONNECTION (3 minutes)
Closing Script:
"Sea explorers, you did INCREDIBLE work today! You met Manny, Stella, Shelly the Seashell,
and Crabby. You learned what each sea friend feels like. You practiced Manny's Manta Glide
Breath. And you thought about your own feelings in your journal.
Here's what I noticed: [Name 2 -3 specific observations]
I saw Marcus really understand when Crabby shows up
I noticed Keisha being brave and sharing a Shelly the Seashell feeling
I watched everyone try Manta Glide Breath, even if it felt new and different
This week, I want you to keep noticing: Which sea friend do I feel like at different times?
You might feel like Stella at recess, Manny during quiet reading, Shelly the Seashell when
you miss someone, and Crabby when something feels unfair. ALL of those feelings are
normal and okay!
Next week, we're going to learn about Emotional Zones —we'll add colors to help us
understand our feelings even better."
📬 Send Home This Week:
Completed Character Coloring Page or Mood Match Worksheet
QR Demo Card: Manny's Manta Glide Breath
Family Prompt Card:
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Optional: Manny Character Celebration
Week -End Celebration Activity (15 -20 minutes)
Celebration Activity
Filename: Manny Celebration Activity – Week 1.docx
Title: Manny's Peaceful Glide
Theme: Calm & Peaceful Movement
Introduce students to the feeling of calm through gentle movement and breath.
Setup Checklist
Blue zone visuals and Manny poster
QR Demo Card – Manta Glide Breath
Open space for movement
Optional: Manny coloring sheets
Soft instrumental music or ocean sounds
Activity Flow
Zone Check -In
Manta Glide Breath Practice
Peaceful Glide Activity: Students glide smoothly around space like Manny, then float to
stillness and breathe
Calm Reflection Drawing
Optional Blue Zone sticker or Manny badge
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Calm Connections Home Connection — Week 1
Dear Families,
This week we began our Calm Connections journey! We met four special sea friends who
help us understand emotions:
Manny the Manta Ray = Calm, peaceful, ready Stella the Starfish = Happy, excited,
joyful Shelly the Seashell = Sad, worried, vulnerable Crabby the Crab = Frustrated,
angry, overwhelmed
What We Did:
Introduced all four characters and their emotions
Matched scenarios to sea friends
Learned Manny's Manta Glide Breath (slow, calming breath)
Wrote about which sea friend we felt like today
This Week at Home:
Try This Together: At dinner or bedtime, ask your child: "Which sea friend did you feel like
today?"
Then ask: "When did you feel like that sea friend? What happened?"
This helps children connect emotions to specific events, building emotional awareness!
Practice Manny's Breath: Scan the QR code on the attached card to watch Manny's Manta
Glide Breath. Practice together before bed or during transitions (getting ready for school,
homework time, etc.).
Remember:
All four sea friends are equally important
There are NO "bad" feelings
We're learning to NOTICE emotions, not judge them
Questions? Contact me at [teacher email/contact]
Thank you for supporting your child's emotional learning journey!
Warm regards, [Your name]
Educator Self -Check After Week 1:
□ Did students engage with character introduction? □ Were students able to identify at least
2 characters? □ Did anyone resist or show discomfort with any character? (Note for future
support) □ How did breathing practice go? (Engagement level, challenges) □ What
adjustments do I need to make for Week 2?
📈 Assessment Checkpoint
Track using Emotional Literacy Tracker:
Rate each student on 1 -3 scale:
1 = Needs Support
2 = Developing
3 = Independent
Week 1 Assessment Indicators:
□ Identifies character names
Can name at least 3 out of 4 sea friends when shown cards
□ Matches characters to emotions
Can correctly match at least 3 scenarios to appropriate characters on worksheet
□ Demonstrates Manta Glide Breath
Attempts breathing technique with arm movements (doesn't need to be perfect)
□ Expresses personal emotional state
Completes journal prompt in any modality (sticker, drawing, writing, verbal)
Anecdotal Notes:
Which students immediately connected with program?
Which students seemed resistant or confused?
Any surprising responses or insights?
Which sea friend did most students identify with today?
🌀 Extension Activities
For Fast Finishers or Next -Day Extensions:
1. Sea Friend Self -Portrait
Materials: Paper, crayons/markers, mirror
Activity: Draw yourself as your current sea friend. If you feel like Manny, draw yourself with
calm manta ray fins. If you feel like Stella, add sparkles and bright colors.
Differentiation: Emerging learners trace character outlines; advanced learners write
caption explaining their choice
2. Emotion Charades
Materials: Character cards
Activity: Student draws a character card (without showing others) and acts out that
emotion without words. Peers guess which sea friend.
Social skill bonus: Reading body language, perspective -taking, turn -taking
3. Sea Friend Sorting Game
Materials: Pictures of scenarios cut from magazines, character cards
Activity: Sort magazine pictures under the sea friend they match. "This picture of a birthday
party goes under Stella!"
Advanced challenge: Find pictures that could be TWO sea friends
4. Character Creation Station
Materials: Art supplies, paper
Activity: Design your OWN sea creature that represents an emotion. "Excited Eel" or
"Grumpy Grouper"
Share: Teach classmates about your new character
5. Movement Freeze Dance
Materials: Music, character cards
Activity: Play music. When music stops, teacher holds up a character card. Students freeze
showing that emotion with their bodies.
Variation: Students move LIKE that character (glide like Manny, sparkle like Stella, hide like
Shelly the Seashell, snap claws like Crabby)
6. Sea Friend Story Circle
Materials: Just voices!
Activity: Start a round -robin story. "Once upon a time, Manny the Manta Ray was gliding
through the ocean when..." Next student adds one sentence. Continue around circle,
incorporating all sea friends.
Extension: Write and illustrate the class story
7. Feelings Detective
Materials: Character cards
Activity: Throughout the day, students become "feelings detectives" and notice when
classmates show sea friend emotions. Report observations kindly: "I noticed Marcus felt like
Stella when we won the game!"
Important: Teach kindness: "We notice feelings to HELP, not to tease or embarrass"
🏠 Additional Home Connection Ideas
For Families Who Want More Engagement:
Family Sea Friend Check -In
Create a simple chart with all 4 sea friends
Each family member places a sticker or magnet under their sea friend at dinner
Discuss: "Why did you feel like that sea friend today?"
Bedtime Story Adaptation
While reading bedtime stories, pause and ask: "Which sea friend is this character feeling
right now?"
Builds emotional literacy through familiar stories
Sea Friend Scavenger Hunt
Challenge: Find examples of each sea friend in TV shows, movies, or real life this week
"I saw someone feeling like Crabby at the grocery store when they couldn't find what they
needed!"
Weekend Reflection
On Sunday evening, ask: "Which sea friend did you feel like MOST this weekend? Which one
did you feel like LEAST?"
Builds awareness of emotional patterns
📝 Educator Reflection Prompts
After teaching Week 1, consider:
Engagement: Which parts of the lesson generated the most student engagement? Which fell
flat?
Character Reception: Did students respond differently to different characters? Did anyone
seem uncomfortable with Shelly the Seashell or Crabby?
Differentiation: Did the three -level worksheet system work? Did any students need different
modifications?
Breathing Practice: How did students respond to Manta Glide Breath? Did anyone resist?
Did anyone seem to really connect with it?
Pacing: Was 35 minutes appropriate, or did certain sections need more/less time?
Behavior: Were there any behavioral issues during the lesson? How did you handle them?
Could they become teaching moments in future weeks?
Personal Response: How do YOU feel about the program after Week 1? Excited?
Overwhelmed? Skeptical? What support do you need?
Next Steps: What from Week 1 should carry forward into Week 2? Are there misconceptions
to address?
🎯 Connections To Other Weeks
Week 1 Prepares For:
Week 2: Now that students know characters, they'll learn
about zones (adding color -coding)
Week 3: Manta Glide Breath introduced here will be
reinforced alongside 3 new breathing techniques
Week 5: Character knowledge is foundation for mood -
matching scenarios
Week 9: Students will create their own sea friend stories
Building Block Concept: Week 1 is the FOUNDATION. Everything else builds on knowing
these four characters. If students struggle in Week 1, consider:
Spending 2 weeks on character introduction
Reviewing characters daily during morning circle
Adding more visual supports throughout classroom
Simplifying to just 2 characters initially (Manny and Stella), adding others later
Printable Resources For Week 1
Available in Calm Connections Printable Resources Folder > Weekly_Materials > Week_1:
- Mood Match Worksheet - Emerging Version (visual matching with pictures) ✓ Mood
Match Worksheet - Developing Version (line matching + coloring) ✓ Mood Match
Worksheet - Advanced Version (writing with prompts) ✓ Character Coloring Pages (all
4 sea friends, large format) ✓ Journal Page Template (with sentence starters) ✓ Family
Take Home Letter (Week 1) ✓ Educator Notes (this lesson plan in condensed form)
Also Needed from Other Folders: ✓ Character_Visuals/Character_Cards_Color.pdf (4 sets) ✓
Breathing_Guides/QR_Demo_Card_Manta_Glide.pdf
Printing Recommendations:
Print character cards on cardstock, laminate, cut into individual cards
Print worksheets on regular paper (one -time use)
Print family letter on colored paper to distinguish from regular homework
Print 4 sets of character cards: 1 large for display, 3 smaller for student handling
4.2 Week 2: Emotional Zones — Understanding
ENERGY LEVELS
Learning Objective: Students will identify and describe the four emotional zones using
color -coding and understand that zones represent different energy and emotional states.
SEL Competency Focus:
Primary: Self -Awareness (recognizing own emotional zone/energy level)
Secondary: Self -Management (understanding zones is first step toward regulation)
🧰 Materials Needed:
Print from Calm Connections Printable Resources Folder:
Weekly_Materials/Week_2/My_Zone_Today_Emerging.pdf
Weekly_Materials/Week_2/My_Zone_Today_Developing.pdf
Weekly_Materials/Week_2/My_Zone_Today_Advanced.pdf
Weekly_Materials/Week_2/Zone_Sorting_Activity.pdf
Weekly_Materials/Week_2/Family_Take_Home_Week2.pdf
Zone_Materials/Zone_Posters_Color.pdf (if not already printed)
Zone_Materials/Zone_Color_Bands.pdf
Physical Materials:
Character cards from Week 1 (all 4, laminated)
Zone posters (blue, yellow, purple, red) - displayed prominently
Sensory swatches (preview for Week 4) OR colored paper squares
Scenario cards (print and cut from sorting activity)
Zone color bands or stickers (one per student)
Student journals
Crayons/markers in zone colors
Setup Preparation:
Display zone posters prominently with character cards next to matching zones
Create visual: Manny + Blue, Stella + Yellow, Shelly the Seashell + Purple, Crabby + Red
Cut scenario cards from sorting activity PDF
Have zone color bands ready for each student
Prepare differentiated worksheets
Lesson Duration: 35 minutes
Alternative: Split into Day 1 (Parts 1 -2, 20 min) and Day 2 (Parts 3 -5, 15 min)
LESSON FLOW
PART 1: OPENING CIRCLE (5 minutes)
Purpose: Connect to Week 1 learning; introduce zone concept with color -coding
📖 Opening Script:
[Gather students in circle. Point to character cards displayed from Week 1.]
"Welcome back, Sea Explorers! Last week we met our four amazing sea friends. Let's see if
you remember them!
[Point to each character, students call out names]
Who's this? ... Yes! Manny the Manta Ray, our calm friend! And this? ... Stella the Starfish, our
happy, excited friend! This one? ... Shelly the Seashell, our worried or sad friend! And
finally? ... Crabby the Crab, our frustrated, angry friend!
You remembered! Great job!
Now, this week we're going to learn something NEW about our sea friends. We're going to
add COLORS to help us remember them even better. These colors are called ZONES, and
they help us understand not just what we're feeling, but also how much ENERGY our bodies
have.
[Point to zone posters as you explain each]
BLUE ZONE = Manny's Calm Zone [Touch blue poster] When we're in the blue zone, our
bodies have LOW, CALM energy. We feel peaceful, safe, and ready to learn. Our bodies are
relaxed. Our minds are clear. Blue zone is perfect for school work!
YELLOW ZONE = Stella's Joy Zone [Touch yellow poster] When we're in the yellow zone, our
bodies have HIGH, POSITIVE energy! We feel happy, excited, silly, and full of sparkles! Our
bodies want to move and celebrate. Yellow zone is great for recess and fun times!
PURPLE ZONE = Shelly's Vulnerable Zone [Touch purple poster] When we're in the purple
zone, our bodies have LOW, SAD energy. We feel worried, hurt, lonely, or scared. Our bodies
feel small and need extra comfort. Purple zone tells us we need gentleness and support.
Offer Comfort Breath for internal warmth or Shell Breath for creating a safe space within
themselves.
RED ZONE = Crabby's Alert Zone [Touch red poster] When we're in the red zone, our bodies
have HIGH, INTENSE energy. We feel frustrated, angry, or overwhelmed. Our bodies feel
HOT and TIGHT. Everything feels like TOO MUCH. Red zone tells us we need tools to help us
calm down.
Here's something really important: We move through ALL of these zones every single day.
That's NORMAL!
You might wake up in blue zone (calm), feel yellow zone at recess (excited), move to purple
zone when you miss someone (sad), and visit red zone when something feels unfair
(frustrated).
ALL ZONES ARE OKAY. Our job is to NOTICE which zone we're in, and to learn which tools
help us in each zone."
🗣️ Discussion Prompts:
"What color is the CALM zone?"
[Students respond: "Blue!"]
"Yes! Blue like the calm ocean water where Manny glides."
"If your body feels EXCITED and BOUNCY, which zone are you in?"
[Students respond: "Yellow!" or "Stella!"]
"Exactly! Yellow zone is Stella's happy, high -energy zone."
"Think about this morning when you woke up. Which zone were you in?"
[Allow 2 -3 students to share]
[Validate all responses] "Some of us wake up in blue zone, some in yellow zone. Everyone is
different!"
"Can you think of a time this week when you were in red zone —when you felt like Crabby?"
[If students share, validate without judgment]
"Thank you for being honest. Red zone happens to everyone!"
Differentiation for Opening:
Non -verbal students: Hold up or point to zone color cards
Students with limited attention: Introduce only 2 zones today (blue and yellow), add purple
and red tomorrow
Advanced students: "Can you move between zones during one activity? Like start in yellow
zone at recess but end in red zone if you fall down?"
PART 2: CORE ACTIVITY (20 minutes)
Activity A: Zone Walk & Body Exploration (10 minutes)
Setup:
Post zone posters in four corners or areas of the room
Students will physically move to different zones
Instructions:
"Now we're going to take a ZONE WALK! I'm going to call out different scenarios, and I want
you to walk to the zone you would be in during that situation. But here's the cool part: when
you get to that zone, I want you to show me with your BODY what that zone feels like!"
Scenario 1: "It's morning circle time. You're sitting quietly on the rug, ready to learn."
[Students walk to BLUE zone (Manny corner)]
"Yes! Most of you came to blue zone. Now show me with your body: What does blue zone
FEEL like?"
[Guide students]:
"Relax your shoulders"
"Take slow, deep breaths"
"Sit or stand calmly"
"Your face looks peaceful"
"This is what BLUE ZONE feels like in our bodies!"
Scenario 2: "It's your birthday! Your friends are singing to you and there's cake!"
[Students walk to YELLOW zone (Stella corner)]
"Yes! Yellow zone! Show me with your body: What does yellow zone FEEL like?"
[Guide students]:
"Jump! Bounce! Wiggle!"
"Big smile on your face!"
"Fast breathing because you're excited!"
"Hands want to clap!"
"This is what YELLOW ZONE feels like —lots of happy energy!"
Scenario 3: "You can't find your favorite toy anywhere. You've looked and looked, and now
you feel sad."
[Students walk to PURPLE zone (Shelly the Seashell corner)]
"Purple zone. Show me with your body: What does purple zone FEEL like?"
[Guide students]:
"Make yourself small, like you want to hide"
"Shoulders come in, head down"
"Maybe you feel like crying"
"Your body feels heavy and tired"
"This is what PURPLE ZONE feels like —low energy and sad."
Scenario 4: "Someone cuts in front of you in line without asking, and you were there first!"
[Students walk to RED zone (Crabby corner)]
"Red zone! Show me with your body: What does red zone FEEL like?"
[Guide students]:
"Make tight fists like Crabby's claws!"
"Tense your whole body!"
"Your face might feel hot!"
"You might want to stomp or yell!"
"This is what RED ZONE feels like —intense, big feelings!"
Continue with 3 -4 more scenarios, rotating through zones:
"You're reading your favorite book in a cozy, quiet spot." → BLUE
"The fire alarm goes off suddenly —it's really loud!" → RED (overwhelming) or PURPLE
(scared) Shell Breath creates a protective safe space, or Anchor Drop provides solid,
unmoving safety.
"You're playing your favorite game with friends at recess." → YELLOW
"You have to say goodbye to your parent at drop -off, and you'll miss them." → PURPLE
Teaching Points During Zone Walk:
Normalize movement between zones: "Notice how we moved through all four zones in just
a few minutes? That's what happens in real life too!"
Validate multiple answers: "Some of you went to purple zone for the fire alarm (scared),
and some went to red zone (overwhelmed). Both make sense!"
Connect body to zone: "Did you notice how your body FELT DIFFERENT in each zone?
That's how we can tell which zone we're in!"
Introduce self -awareness goal: "When you can notice 'My body feels tense —I'm moving
toward red zone,' you can use your tools BEFORE you get all the way to red!"
Differentiation:
Students with motor challenges: Point to zones instead of walking; show zone feeling with
face/hands only
Students who get overly excited: Keep yellow zone demonstration brief; transition quickly
to calm blue zone after
Students with anxiety: Give warning: "Next we're doing red zone. It might feel
uncomfortable. That's okay —it's just practice!"
Non -verbal students: Use zone color cards to show choice instead of walking
Activity B: Zone Sorting & Worksheet (10 minutes)
Transition Script:
"Great work exploring how each zone feels in your body! Now let's practice MATCHING
situations to zones on paper."
Instructions:
[Distribute differentiated worksheets based on student profiles]
Emerging Learner Worksheet:
Format: 8 pictures of scenarios with 4 colored circles (blue, yellow, purple, red) under each
Task: Color or circle the zone that matches the picture
Scenarios:
Child sleeping peacefully in bed → Color BLUE circle
Child jumping on trampoline, smiling → Color YELLOW circle
Child sitting alone, looking sad → Color PURPLE circle
Child with clenched fists, angry face → Color RED circle
Child doing homework calmly → Color BLUE circle
Child at birthday party with balloons → Color YELLOW circle
Child with scraped knee, crying → Color PURPLE circle
Child having tantrum on floor → Color RED circle
Support:
Point to each picture and describe what's happening
"Is this child calm, excited, sad, or angry?"
Hand -over -hand for coloring if needed
Accept placement of zone sticker instead of coloring
Some scenarios could have multiple correct answers (validate all reasonable choices)
Developing Learner Worksheet:
Format: "My Zone Today" tracker with four sections
Task: For each zone, write or draw ONE time you felt that way
Worksheet Layout:
My Zone Today
BLUE ZONE (Calm)
I felt like Manny when: ___________________
[small drawing space]
YELLOW ZONE (Joy)
I felt like Stella when: ___________________
[small drawing space]
PURPLE ZONE (Vulnerable)
I felt like Shelly the Seashell when: ___________________
[small drawing space]
RED ZONE (Alert)
I felt like Crabby when: ___________________
[small drawing space]
Support:
Provide sentence starter: "I felt like [character] when..."
Prompt with questions: "When did you feel calm today? During what activity?"
Allow combination of drawing and writing
If student can't think of example for a zone: "That's okay! Not everyone visits every zone
every day."
Advanced Learner Worksheet:
Format: Reflective writing about zone awareness
Prompts:
"Describe a time this week when you moved from one zone to another. What caused the
change?"
Example: "I was in yellow zone at recess (playing tag), but when the bell rang I moved to
red zone because I didn't want to stop playing."
"Which zone do you spend the MOST time in during a school day? Why do you think that
is?"
Example: "I spend most time in blue zone because I like calm activities like reading."
"If you could choose, which zone would you want to be in all the time? Why? What would be
hard about staying in that zone forever?"
Critical thinking: Even yellow zone all the time would be exhausting!
"Think of someone in your family. Which zone do you think THEY are in most often? Give an
example."
Builds empathy and perspective -taking
Extension: "Create your own zone scenario. Write a situation and tell which zone it would
cause. Can you think of a situation that might cause DIFFERENT zones for different people?"
Worksheet Completion Tips:
Set timer for 8 minutes
Play soft music
Circulate and provide encouragement
Allow sensory tools during work time
Fast finishers: "Color -code your worksheet with zone colors" or "Draw yourself in each
zone"
PART 3: BREATHING PRACTICE (5 minutes)
Featured Breath: Sparkle Breath (Stella)
Purpose: Introduce second breathing technique; practice joyful, energizing breath for
yellow zone
Transition Script:
"Wonderful zone matching! Now let's learn a NEW breath. Last week we learned Manny's
Manta Glide Breath for calm blue zone. Today we're learning Stella's Sparkle Breath for
happy yellow zone!
Stella's breath is different from Manny's. Manny's breath is slow and calming. Stella's breath
is still controlled, but it has more energy —it matches Stella's joyful sparkle!"
Breathing Demonstration:
[Hold up one hand with fingers spread wide like a starfish]
"Look at my hand —it's like Stella's five points! We're going to trace up and down each point
while we breathe.
[Use other hand's finger to trace]
Watch: I start at the bottom of my thumb.
Breathe IN as my finger goes UP the side of my thumb [inhale, trace up]
Breathe OUT as my finger goes DOWN the other side [exhale, trace down]
Then move to the next finger:
Breathe IN up the pointer finger [inhale, trace up]
Breathe OUT down the pointer finger [exhale, trace down]
We do this for all FIVE fingers —that's why it's called Sparkle Breath! Stella has five points,
and we breathe with each one."
Guided Practice (1 full round = all 5 fingers):
"Everyone hold up your hand like Stella —fingers spread wide! Take your other hand's
finger and put it at the bottom of your thumb. Ready? Let's sparkle together!
Thumb: Breathe IN up... [trace up thumb] ... Breathe OUT down [trace down thumb]
Pointer Finger: Breathe IN up... Breathe OUT down
Middle Finger: Breathe IN up... Breathe OUT down
Ring Finger: Breathe IN up... Breathe OUT down
Pinky: Breathe IN up... Breathe OUT down
[At end, wiggle fingers] SPARKLE!
Beautiful! Let's do it one more time, and this time, notice how it feels."
[Repeat full sequence]
"Excellent work! Look at all those sparkly breaths!"
🗣️ Reflection Prompt:
"How did Sparkle Breath feel different from Manta Glide Breath?
[Allow responses]
Yes! Sparkle Breath has more movement. It's still calm and controlled, but it has Stella's
happy energy!
When would you use Sparkle Breath?
When you want to celebrate something (like finishing hard work!)
When you need a little energy boost
When you're in yellow zone and want to keep that joyful feeling
Before fun activities
Sparkle Breath doesn't make you sleepy —it helps you feel awake and happy while still
being safe and controlled!"
Differentiation for Breathing:
Students with motor challenges: Trace star points on paper instead of fingers in air
Students who need MORE energy: Make bigger tracing movements, add "sparkle" sound
effects
Students with limited hand mobility: Just breathe while looking at star visual
Students who love it: "Teach Sparkle Breath to a friend or family member this week!"
QR Demo Reference: [Hold up QR card] "Here's the QR code for Stella's Sparkle Breath!
Practice at home and teach your family!"
PART 4: REFLECTION & JOURNALING (5 minutes)
Purpose: Personal zone awareness and self -reflection
Transition Script:
"Now it's journal time! Today you're going to think about which zone you've been in during
different parts of your day."
📓 Journal Prompt:
Write on board:
"Today I was in _____ zone when _____. My body felt _____."
Emerging Learners:
Materials: Journal page with four colored sections (blue, yellow, purple, red)
Task:
Place sticker or draw simple face in the zone you feel like RIGHT NOW
Adult scribes one word about why
Example:
Student places happy face sticker in yellow zone
Adult writes: "Stella - playing"
Alternative: Color in the zone circle that matches current feeling
Developing Learners:
Task: Complete sentence frame for at least TWO zones
Examples:
"Today I was in blue zone when we had quiet reading. My body felt relaxed and calm."
"Today I was in yellow zone when we played a game. My body felt excited and happy."
Support:
Body feeling word bank: relaxed, excited, tired, bouncy, tense, peaceful, energized, heavy
Encourage specificity: "WHEN during the day? What were you doing?"
Extension: "Draw a small picture showing your body in that zone"
Advanced Learners:
Task: Write about zone transitions (moving from one zone to another)
Prompt: "Describe a time today (or this week) when you moved from one zone to a different
zone. What happened that caused the change? How did your body feel different?"
Example: "This morning I was in blue zone during math because I was focused and calm.
But then at recess I moved to yellow zone because playing tag made me excited and
energized. My body went from relaxed to bouncy and fast!"
Challenge: "Can you think of a time when you went through THREE zones in one activity?"
Journaling Time:
5 minutes with soft music
Circulate and support
Validate all zone experiences: "It's okay if you were in red zone today. That's honest!"
For students who can't remember: "Which zone are you in RIGHT NOW? Write about that."
Sharing (Optional, 2 minutes): "Who wants to share which zones they visited today?"
[2-3 volunteers only]
Affirming language:
"Thank you for being aware of your zones!"
"It's great that you noticed when you moved from one zone to another!"
PART 5: CLOSING & HOME CONNECTION (3 minutes)
Closing Script:
"Zone explorers, you did AMAZING work today! You learned about all four zones and their
colors:
Blue = Calm (Manny)
Yellow = Joy (Stella)
Purple = Vulnerable (Shelly the Seashell)
Red = Alert (Crabby)
You practiced showing each zone with your body. You sorted situations into zones. You
learned Stella's Sparkle Breath. And you noticed which zones YOU were in today.
Here's your challenge for this week: Pay attention to your zones! Notice:
Which zone am I in right now?
What made me move to this zone?
Does my zone change during the day?
Remember: ALL zones are normal and okay. We ALL visit all four zones!
Next week, we're going to learn BREATHING techniques for EACH zone. We already know
Manny's Manta Glide Breath and Stella's Sparkle. Next week we'll learn Shelly's and
Crabby's breaths too!"
Special Activity:
"Before you go, I'm giving each of you a ZONE COLOR BAND!"
[Distribute paper wristbands or stickers in four colors]
"You can wear or display the color of the zone you're in! If you feel like blue zone Manny
right now, take a blue band. If you feel like yellow zone Stella, take yellow. You can change
your band anytime your zone changes!"
[Allow students to select their current zone color]
📬 Send Home This Week:
Completed "My Zone Today" worksheet
QR Demo Card: Stella's Sparkle Breath
Family Take -Home Letter with zone chart
━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━
━━━━━━━━━
Optional: Crabby Character Celebration
Week -End Celebration Activity (15 -20 minutes)
Celebration Activity
Filename : Crabby Celebration Activity – Week 2.docx
Title : Crabby’s Crab Walk Challenge
Theme: Movement & Release
Help students release tension through movement, breath, and playful challenge.
Setup Checklist
Red zone visuals and Crabby poster
QR Demo Card – Claw Breath
Open space for movement
Optional: Crabby coloring sheets
Calm -down corner nearby
Activity Flow
Zone Check -In
Claw Breath Practice
Crab Walk Challenge : Students walk sideways like Crabby, then freeze and breathe
Irritation Reflection Drawing
Optional Red Zone sticker or Crabby badge
━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━
━━━━━━━━━
Calm Connections Home Connection — Week 2
Dear Families,
This week we learned about Emotional Zones! We added colors to help understand energy
levels and emotions:
BLUE ZONE (Manny) = Calm, focused, ready to learn YELLOW ZONE (Stella) =
Happy, excited, high positive energy PURPLE ZONE (Shelly the Seashell) = Sad, worried,
low energy, needs comfort RED ZONE (Crabby) = Frustrated, angry, overwhelmed,
intense
What We Did:
Learned that zones describe both emotion AND energy level
Practiced showing each zone with our bodies
Matched scenarios to zones
Learned Stella's Sparkle Breath (energizing yet controlled)
This Week at Home:
Try This Together: Create a simple "Zone Check -In" at dinner or bedtime:
"What zone were you in today? Did your zone change during the day?"
Help your child notice: "I was in blue zone during breakfast, yellow zone at recess, and
purple zone when I missed my friend who was absent."
Important Concept: We move through ALL zones every day! This is normal and healthy. The
goal is NOT to stay in blue zone all the time. The goal is to NOTICE which zone we're in and
learn which tools help.
Practice Sparkle Breath: Scan the QR code to watch Stella's Sparkle Breath. Practice tracing
up and down your fingers while breathing. It's fun AND calming!
Visual Support: The attached zone chart shows all four zones. You can post it at home and
point to zones during conversations about feelings.
Questions? Contact me at [teacher email]
Thank you! [Your name]
📈 Assessment Checkpoint
Week 2 Assessment Indicators:
□ Identifies all four zones by color
Can name zones when shown color posters (blue = calm, yellow = joy, purple = vulnerable,
red = alert)
□ Matches own emotional state to a zone
Can identify "I'm in [color] zone right now" with reasonable accuracy
□ Demonstrates Sparkle Breath
Attempts breathing technique with finger tracing
□ Recognizes that zones change throughout day
Understands zones are not permanent; we move between them
Anecdotal Notes:
Which students easily understood zone concept?
Did anyone struggle with color associations?
Which zone did most students identify with today?
Did introducing zones help students articulate feelings better than characters alone?
🌀 Extension Activities
1. Zone Graphing (Math Integration)
Track class zones each morning for a week
Create bar graph: How many students in each zone each day?
Discuss patterns: "Most of us are in blue or yellow zone in the morning. Why might that be?"
2. Zone Playlist
Assign songs or music to each zone
Blue zone: Calm instrumental
Yellow zone: Upbeat, happy songs
Purple zone: Slow, gentle music
Red zone: Intense music that matches the feeling
Play zone music during activities
3. Dual -Zone Crabby Introduction (Advanced)
"Can you feel like TWO zones at once?"
Introduce concept: Sometimes we feel RED (angry) AND PURPLE (sad) together
Example: "When I got in trouble, I felt Crabby -angry that it wasn't fair AND Shelly the
Seashell -sad that I disappointed my teacher"
4. Zone Thermometer
Create visual thermometer showing zone progression
Discuss: Do we always go from blue → yellow → red? Or can we jump zones?
Practice: "Show me going from blue zone to red zone with your body —what happens in
between?"
5. Family Zone Guessing Game
Student describes a scenario WITHOUT naming the zone
Family members guess which zone
Builds communication skills and zone awareness
🏠 Additional Home Ideas
Zone Chart for Home: Send home blank zone chart where family can track zones throughout
evening
Zone -Based Coping Menu: Help families create lists:
"When I'm in blue zone, I like to..."
"When I'm in yellow zone, I like to..."
"When I'm in purple zone, I need..."
"When I'm in red zone, my tools are..."
📝 Educator Reflection
Did students understand the difference between character (Manny) and zone (blue)? Or did
the two concepts blur together?
Did adding colors make emotions more or less accessible?
Were students able to identify their own zones accurately?
Did Zone Walk activity engage all students, or were some uncomfortable?
How can I integrate zone language into daily routines this week?
🎯 Connections To Other Weeks
Week 2 builds on:
Week 1: Character knowledge is essential; zones add color -
coding layer
Week 2 prepares for:
Week 3: Each zone will get its own breathing technique
Week 4: Swatches will be matched to zones/characters
Week 6: Transitions between zones become focus
Printable Resources For Week 2:
- My Zone Today Worksheet - Emerging (color matching) ✓ My Zone Today Worksheet -
Developing (tracking zones) ✓ My Zone Today Worksheet - Advanced (reflective
writing) ✓ Zone Sorting Activity Cards (scenarios to sort) ✓ Zone Color Bands Template
(wristbands or badges) ✓ Family Take Home Letter Week 2 ✓ Zone Chart (visual for
home/classroom)
Printing Tips:
Zone color bands: Print on colored paper matching zones, or print B&W and have students
color
Zone posters: If not printed in Week 1, print now and laminate for permanent display
This completes Week 2. Due to length constraints, I'll continue with Weeks 3 -12 in
summary format, then move to the remaining sections. Would you like me to continue with
all remaining weeks in full detail, or provide abbreviated versions and move to complete the
other sections (Assessment, Differentiation, Home Connection, Troubleshooting, and
Appendices)?
4.3 Week 3: Breathing Basics — Learning Calming
STRATEGIES
Learning Objective: Students will learn and practice all breathing techniques (starting
with four foundation techniques and expanding to sixteen total) (Manta Glide Breath,
Sparkle Breath, Spiral Breath, Claw Reset Breath) and understand when to use each based
on emotional state.
SEL Competency Focus:
Primary: Self -Management (learning and applying regulation strategies)
Secondary: Self -Awareness (recognizing which breath matches current need)
🧰 Materials Needed:
Print from Calm Connections Printable Resources Folder:
Weekly_Materials/Week_3/Breathing_Buddy_Worksheet_Emerging.pdf
Weekly_Materials/Week_3/Breathing_Buddy_Worksheet_Developing.pdf
Weekly_Materials/Week_3/Breathing_Buddy_Worksheet_Advanced.pdf
Weekly_Materials/Week_3/Breathing_Practice_Tracker.pdf
Weekly_Materials/Week_3/Family_Take_Home_Week3.pdf
Breathing_Guides/Breathing_Poster_Set.pdf (all 4 breaths)
Breathing_Guides/QR_Demo_Cards.pdf (all 4 individual cards)
Physical Materials:
Character cards (all 4)
Zone posters (displayed from Week 2)
Breathing posters (print and display today)
Mirrors (2 -3 small mirrors for students to watch themselves breathe)
Student journals
Optional: Bubbles or pinwheels for breath visualization
Setup Preparation:
Display all 4 breathing technique posters near each other (create "Breathing Station")
Have mirrors accessible
Review all breathing techniques (starting with four foundation techniques and expanding to
sixteen total) yourself before teaching
Queue up QR demo videos if using technology in classroom
Prepare differentiated worksheets
Lesson Duration: 40 minutes (this week is longer due to teaching 4 techniques)
Alternative: Split into 3 sessions:
Day 1: Review Manta Glide Breath and Sparkle (15 min)
Day 2: Teach Spiral Breath and Claw Reset Breath (20 min)
Day 3: Practice all four and complete worksheet (15 min)
LESSON FLOW
PART 1: OPENING CIRCLE (7 minutes)
Purpose: Review previous breathing; introduce concept of matched breathing (different
breaths for different zones)
📖 Opening Script:
[Gather students in circle. Display all 4 character cards.]
"Welcome back, breathing experts! Let's remember what we've learned so far.
Week 1, we met these four sea friends [point to character cards]. Week 2, we learned about
zones and colors [point to zone posters].
And we've already learned TWO special breathing techniques!
Who remembers Manny's breath? [Students may demonstrate or name it] Yes! Manta Glide
Breath —slow, wide arms, calming breaths. We use Manny's breath when we want to feel
calm and peaceful.
And who remembers Stella's breath? [Students demonstrate] Yes! Sparkle Breath —tracing
our starfish fingers, energizing but controlled breaths. We use Stella's breath when we want
to celebrate or feel joyful energy.
Today is a VERY special day. Today we're going to learn ALL FOUR breathing techniques —
one for each sea friend! By the end of today, you'll have FOUR different breathing tools in
your toolbox.
Here's why this is so important: Different feelings need different breaths.
[Point to Manny/blue] When we feel calm or WANT to feel calm, we use Manny's breath.
[Point to Stella/yellow] When we feel joyful or want to celebrate, we use Stella's breath.
[Point to Shelly the Seashell/purple] When we feel sad, worried, or scared —when we need
to feel SAFE —we use Shelly's special breath.
[Point to Crabby/red] And when we feel frustrated, angry, or like everything is TOO
MUCH —we use Crabby's special breath.
Our bodies are smart. When we match the right breath to the right feeling, it works like
magic! Let's learn how."
🗣️ Discussion Prompts:
"Why do you think we might need DIFFERENT breathing techniques for different feelings?"
[Guide students to understand: Different emotions need different kinds of help]
"When you're excited, you don't need the same thing as when you're sad!"
"Which breath have you used at home since last week?"
[Allow 2 -3 students to share]
"Awesome! You're already using your tools outside of school!"
"Today we're learning Shelly's breath and Crabby's breath. Which one do you think might
be harder to learn?"
[Accept all predictions]
"Let's find out together!"
Differentiation for Opening:
Visual learners: Have all 4 breathing posters visible during introduction
Kinesthetic learners: "Show me with your body —what does calm breathing look like? What
about excited breathing?"
Advanced students: "Can you predict what Crabby's breath might involve? His claws,
maybe?"
PART 2: CORE ACTIVITY (25 minutes)
Activity A: Teaching All Four Breathing Techniques (15 minutes)
Setup: Arrange students so all can see you clearly. You'll model each technique, then guide
group practice.
Breath 1: Manny'S Manta Glide (Review)
"Let's review Manny's Manta Glide Breath first!"
[Stand with arms at sides]
Demonstration:
Arms extend wide to sides like manta fins
Inhale slowly through nose (count 1, 2, 3)
Hold briefly (count 1)
Exhale slowly through mouth (count 1, 2, 3, 4, 5)
Arms glide back down
Verbal Cue: "Glide wide, breathe slow"
Group Practice: 3 rounds
"Everyone stand up. Let's glide together: Breathe IN... arms out wide... 1, 2, 3... Hold...
Breathe OUT... arms glide down... 1, 2, 3, 4, 5... Good! Again..."
[Complete 3 full rounds]
When to Use: "Use Manny's breath when you want to feel CALM. Before a test, after recess,
when you feel worried, or when you're moving toward red zone and need to come back to
blue."
Breath 2: Stella'S Sparkle Breath (Review)
"Now Stella's Sparkle Breath!"
[Hold up hand with fingers spread like starfish]
Demonstration:
One hand held up, fingers spread
Other hand's finger traces up and down each point
Inhale going up each finger
Exhale going down each finger
All 5 fingers = 5 breaths
Verbal Cue: "Sparkle and shine, one point at a time"
Group Practice: 1 full round (all 5 fingers)
"Hold up your starfish hand! Other finger ready to trace. Let's sparkle: Thumb: Breathe IN
up... breathe OUT down... Pointer: IN up... OUT down... Middle: IN up... OUT down... Ring: IN
up... OUT down... Pinky: IN up... OUT down... SPARKLE! [wiggle fingers]"
When to Use: "Use Stella's breath when you want to CELEBRATE, or when you need a little
energy boost, or when you're in yellow zone and want to stay joyful but controlled."
Breath 3: Shelly'S Spiral Breath (New!)
"Now it's time to learn a NEW breath: Shelly's Spiral Breath!"
[Display Shelly the Seashell card and purple zone poster]
"Remember, Shelly the Seashell feels sad, worried, or scared. When we feel like Shelly the
Seashell, we need a breath that makes us feel SAFE and PROTECTED. Shelly's spiral breath
does that!
Watch closely."
Demonstration:
[Hold up one finger in front of you. Trace a spiral pattern in the air —either inward or
outward.]
"I'm going to trace a spiral with my finger —like the spiral on a seashell! You can spiral IN
toward the center, or spiral OUT from the center. Choose whichever feels more comforting
to you.
INWARD SPIRAL: I'll start on the outside and spiral in toward the center.
Breathe IN slowly as I trace the spiral inward [inhale while tracing inward slowly]
When I reach the center, I breathe OUT [exhale at center]
This is like gathering safety TOWARD me.
OUTWARD SPIRAL: Or I can start at the center and spiral out.
Breathe IN at the center [inhale]
Breathe OUT slowly as I trace the spiral outward [exhale while tracing outward]
This is like releasing worry OUT away from me.
The spiral reminds us that feelings move in cycles —they come IN, and they go OUT. You
won't feel sad or scared forever. The feeling will spiral away." Shell Breath creates a
protective safe space, or Anchor Drop provides solid, unmoving safety.
Verbal Cue: "Spiral in, spiral out, safe inside and all around"
Group Practice: 3 rounds
"Everyone hold up one finger. You can trace in the air, or trace on your other hand, or even
trace on the desk. Pick inward OR outward spiral —whichever feels better.
Ready? Let's spiral together.
Round 1: Breathe IN as you spiral... [slowly trace while breathing] Breathe OUT... Feel safe.
Round 2: Spiral slowly... breathe deeply... You are safe.
Round 3: One more spiral... notice how your body feels... Calm and safe."
When to Use: "Use Shelly's Spiral Breath when you feel SAD, WORRIED, SCARED, or SHY.
Use it when you miss someone, when you made a mistake and feel embarrassed, when
something new feels scary, or when you need to feel protected and safe."
Teaching Note: Use gentle, soft voice for Spiral Breath. This is the most emotionally
vulnerable breath, so create extra safety and warmth during teaching.
Breath 4: Crabby'S Claw Reset (New!)
"And now the FINAL breathing technique: Crabby's Claw Reset Breath!"
[Display Crabby card and red zone poster]
"Crabby has BIG feelings —frustrated, angry, overwhelmed. When we feel like Crabby, our
bodies are TENSE and TIGHT. We need a breath that releases that tightness!
Watch Crabby's breath. It's different from the others."
Demonstration:
[Stand with hands at sides]
"Crabby's breath has three parts: SQUEEZE, HOLD, and RELEASE.
SQUEEZE: Make your hands into tight fists —like Crabby's claws! Squeeze as HARD as you
can. [Demonstrate making tight fists] While you squeeze, breathe IN through your nose.
[Inhale while squeezing fists] Squeeze even TIGHTER! Hold all that frustration in your
claws!
HOLD: Keep squeezing! Hold your breath for 1...2...3... [Hold breath and maintain tight fists]
Feel all that tightness!
RELEASE: Now SLOWLY open your hands —fingers spread WIDE like a starfish! [Slowly
open hands wide while exhaling] Breathe OUT through your mouth as you release... Let
ALLLLL that tightness go! [Exhale fully, hands wide open]
Feel the difference? Your hands went from TIGHT to OPEN. That's what this breath does for
your whole body!"
Verbal Cue: "Squeeze tight, hold on, let it go"
Group Practice: 5 rounds (Crabby breath works better with multiple repetitions)
"Everyone make fists at your sides. Ready for Crabby's Claw Reset Breath?
Round 1: SQUEEZE your fists! Breathe IN! Tight, tight, tight! HOLD... 1, 2, 3... RELEASE! Open
wide! Breathe OUT... Let it go!
Round 2: Squeeze even HARDER this time! IN! HOLD... RELEASE! OUT!
Rounds 3 -5: [Continue same pattern]
[After 5 rounds]: "Look at your hands. Do they feel different? Looser? More relaxed? That's
what Claw Reset Breath does —it releases tension!"
When to Use: "Use Crabby's Claw Reset Breath when you feel FRUSTRATED, ANGRY, or
OVERWHELMED. Use it when someone makes you mad, when something feels unfair, when
you want to hit or throw things (but we need to stay safe!), or when your whole body feels
TIGHT and HOT."
Important Teaching Point:
"Crabby's breath is POWERFUL. It gives your angry energy a SAFE place to go. Instead of
hitting someone or throwing something, you can squeeze your claws and let the feeling out
safely!"
Breathing Techniques Summary
[Display all 4 breathing posters]
"Now you know ALL FOUR sea friend breaths!
MANNY = Manta Glide Breath = Slow, wide, calming STELLA = Sparkle Breath =
Tracing, energizing, joyful SHELLY = Spiral Breath = Spiraling, soothing, safe
CRABBY = Claw Reset Breath = Squeeze, hold, release
The cool thing is: YOU get to choose which breath you need! Your body will tell you. If you
feel tense, try Crabby. If you feel worried, try Shelly the Seashell. If you feel excited, try
Stella. If you want calm, try Manny.
Let's practice CHOOSING..."
Activity B: Breathing Choice Practice (5 minutes)
Call-and-Response Game:
"I'm going to describe a feeling. You show me which breathing technique you'd use!"
Scenario 1: "You're about to take a spelling test and you feel nervous."
[Students demonstrate Manny's Manta Glide Breath OR Shelly's Spiral]
"Yes! Both could work! Manny for calm, or Shelly the Seashell if you feel worried."
Scenario 2: "You just won the class game and you're SO excited!"
[Students demonstrate Stella's Sparkle Breath]
"Perfect! Stella helps us celebrate!"
Scenario 3: "Someone took your favorite pencil without asking and you feel MAD."
[Students demonstrate Crabby's Claw Reset Breath]
"Yes! Squeeze those claws and let that anger out SAFELY!"
Scenario 4: "You're sitting in your cozy reading corner with your favorite book."
[Students demonstrate Manny's Manta Glide Breath]
"Manny! Already calm and want to stay calm!"
Scenario 5: "You miss your mom during the school day."
[Students demonstrate Shelly's Spiral Breath]
"Shelly's spiral helps when we feel sad or miss someone."
Continue with 2 -3 more scenarios as time allows.
Activity C: Breathing Buddy Worksheet (5 minutes)
Transition Script:
"Now you're going to create your own Breathing Buddy guide! This will help you remember
which breath to use when."
Instructions:
[Distribute differentiated worksheets]
Emerging Learner Worksheet:
Format: 4 sections (one per character) with picture of character and picture of breath
movement
Task: Match sticker or draw line from feeling word to correct breathing character
Layout:
Draw a line from the feeling to the sea friend who can help:
CALM [picture of Manny]
HAPPY [picture of Stella]
SAD [picture of Shelly the Seashell]
ANGRY [picture of Crabby]
```
Support:
- Read each feeling word
- "When you feel calm, which friend helps? Draw line to Manny!"
- Accept pointing instead of drawing lines
- Place character stickers instead
---
Developing Learner Worksheet:
Format: "My Breathing Buddy Guide" with 4 sections to complete
Layout:
```
My Breathing Buddy Guide
Manny'S Manta Glide
When I feel: ________________
I will use this breath because: ________________
Stella'S Sparkle Breath
When I feel: ________________
I will use this breath because: ________________
Shelly'S Spiral Breath
When I feel: ________________
I will use this breath because: ________________
Crabby'S Claw Reset
When I feel: ________________
I will use this breath because: ________________
Support:
Word bank: calm, happy, excited, sad, worried, scared, angry, frustrated Shell Breath creates
a protective safe space, or Anchor Drop provides solid, unmoving safety.
Sentence starter: "When I feel [emotion], I use [character]'s breath"
Allow drawing of breath movement
Advanced Learner Worksheet:
Format: Reflective writing with scenario creation
Prompts:
"Describe a real situation from your life when you could have used one of these breathing
techniques. Which breath would have helped? Why?"
"Which breathing technique do YOU think you'll use most often? Why?"
"Create your own scenario where someone needs to choose between two different
breathing techniques. Explain why either breath could work."
Challenge: "Can you think of a situation where you might need to use TWO breaths in a row?
(For example: Start with Crabby to release anger, then switch to Manny to finish calming
down?)"
Worksheet Time: 5 minutes
Quiet work time
Circulate and support
Fast finishers: "Practice your favorite breath while others finish"
PART 3: BREATHING PRACTICE (5 minutes)
Featured Practice: Student Choice!
Purpose: Empower students to choose their own breath based on current need
Transition Script:
"Now comes the BEST part. YOU get to choose which breath WE practice together as a class!
Think about how you feel right now. Which sea friend matches your feeling? Which breath
would help you most?"
[Give students 10 seconds to think]
"Raise your hand if you want to practice:
Manny's Manta Glide Breath? [count hands]
Stella's Sparkle Breath? [count]
Shelly's Spiral Breath? [count]
Crabby's Claw Reset Breath? [count]
Looks like most of us want to practice [winning breath]! Great choice!"
Group Practice: 3 rounds of chosen breath
[Lead class through chosen breathing technique 3 times]
If it's a tie: "We have a tie! Let's practice BOTH breaths —one, then the other!"
🗣️ Reflection Prompt:
"How does your body feel after breathing?
Think about:
Is your body more relaxed?
Is your mind more clear?
Do you feel ready for the rest of our day?
Remember: You can use these breaths ANYTIME, ANYWHERE. At school, at home, in the car,
before bed, during homework —whenever you need them!"
Differentiation:
Some students may want to practice different breath from majority —allow them to do so
quietly
Offer mirror: "Watch yourself breathe and see how your face changes"
For students who love it: "You're officially a Breathing Expert!"
PART 4: REFLECTION & JOURNALING (5 minutes)
Purpose: Personal breath preference and self -awareness
📓 Journal Prompt:
Write on board:
"My favorite breathing technique is _______ because _______."
OR
"This week I will try using _______ breath when I feel _______."
Emerging Learners:
Task: Draw or place sticker of favorite sea friend breathing
Support:
"Which breath did you like best today?"
Student points to character
Adult scribes: "[Student name] likes [character]'s breath"
Optional: Student colors that character
Developing Learners:
Task: Complete one or both sentence frames
Examples:
"My favorite breathing technique is Sparkle Breath because I like tracing my fingers."
"This week I will try using Claw Reset Breath when I feel frustrated."
Support:
"What did you like about that breath?"
"When might you need that breath this week?"
Advanced Learners:
Task: Detailed reflection on breathing toolkit
Prompts:
"Now that you know all four breaths, which one do you think will be hardest for you to
remember to use? Why?"
"Describe a specific time this week when you plan to use one of these breathing techniques.
Be detailed: Where will you be? What will be happening? Which breath will you choose?"
"If you were teaching these breaths to a younger student, which one would you teach first?
Why?"
Journaling Time: 5 minutes
Sharing (Optional): "Who wants to share their favorite breath and why?"
[3-4 volunteers]
PART 5: CLOSING & HOME CONNECTION (3 minutes)
Closing Script:
"Breathing masters, WOW! Today you learned FOUR complete breathing techniques! You
now have a full breathing toolbox:
Manny = Calm Stella = Celebrate Shelly the Seashell = Safe Crabby = Release
Here's your homework —and it's FUN homework: Practice your breaths every day this
week!
Try each breath at least once. Notice:
Which breath feels best?
Which breath is easiest to remember?
Which breath helps you the most?
Next week, we're adding something new: SENSORY SWATCHES! We're going to explore
textures that match our sea friends. It's going to be hands -on and fun!"
Special Send -Home:
"I'm giving you a Breathing Practice Tracker to take home!"
[Distribute printed tracker with 4 boxes for each breath]
"Each time you practice a breath at home, color in one box. See if you can fill the whole page
by next week!"
📬 Send Home This Week:
Completed Breathing Buddy worksheet
Breathing Practice Tracker (blank, for weekly practice)
QR Demo Cards for ALL FOUR breaths
Family Take -Home Letter
━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━
━━━━━━━━━
Optional: Stella Character Celebration
Week -End Celebration Activity (15 -20 minutes)
Celebration Activity
Filename : Stella Celebration Activity – Week 3.docx
Title : Stella’s Gentle Touch Circle
Theme: Safety & Connection
Create a soft, supportive space for students to reflect and connect gently.
Setup Checklist
Purple zone visuals and Stella poster
QR Demo Card – Starfish Breath
Soft mats or pillows
Optional: Stella coloring sheets
Calm music or ocean sounds
Activity Flow
Zone Check -In
Starfish Breath Practice
Gentle Touch Circle : Students sit in a circle, trace their hands, and share one kind word
Vulnerability Reflection Drawing
Optional Purple Zone sticker or Stella badge
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Calm Connections Home Connection — Week 3
Dear Families,
This week we learned ALL FOUR breathing techniques —one for each sea friend! Your child
now has a complete breathing toolbox for emotional regulation.
The Four Breaths:
🐟 Manny'S Manta Glide
Slow, wide arm movements with deep breathing
Use when: Need to feel calm, before tests, after exciting activities Lead students through
Deep Sea Breath for grounding calm or Shell Breath for feeling safe and protected.
QR code: [scan to watch demo]
⭐ Stella'S Sparkle Breath
Trace up and down each finger while breathing
Use when: Celebrating, need gentle energy boost, want to stay joyful
QR code: [scan to watch demo]
🐚 Shelly'S Spiral Breath
Trace spiral pattern while breathing slowly
Use when: Feeling sad, worried, scared, need to feel safe Shell Breath creates a protective
safe space, or Anchor Drop provides solid, unmoving safety.
QR code: [scan to watch demo]
🦀 Crabby'S Claw Reset
Squeeze fists tight, hold, then release while breathing
Use when: Frustrated, angry, need to release tension safely
QR code: [scan to watch demo]
This Week at Home:
Practice Together: Use the attached Breathing Practice Tracker! Try each breath at least
once this week. Make it fun:
Practice before bed
Use during car rides
Try when emotions are BIG
Celebrate when your child uses a breath independently!
When Your Child Gets Upset: Instead of "Calm down," try: "Which breathing friend can help
you right now?"
This empowers your child to CHOOSE their own regulation tool!
Important: Breathing techniques work BEST when practiced during CALM times, not just
during meltdowns. The more your child practices when regulated, the easier it becomes to
access these tools during distress.
Questions? Contact me at [teacher email]
Keep breathing! [Your name]
📈 Assessment Checkpoint
Week 3 Assessment Indicators:
□ Demonstrates all breathing techniques (starting with four foundation techniques and
expanding to sixteen total)
Can show arm movements, finger tracing, spiral, or squeeze -release with prompting
□ Matches breath to emotion/zone
When given scenario, can identify appropriate breathing technique
□ Uses breathing with prompting
When reminded, attempts breathing during transitions or mild distress
□ Explains purpose of breathing
Understands breathing helps body feel calm/safe/joyful
Anecdotal Notes:
Which breath did students engage with most?
Did any student resist Crabby's Claw Reset Breath? (Can indicate discomfort with anger)
Which breath seemed hardest to learn?
Did anyone use breathing spontaneously during the day?
🌀 Extension Activities
1. Breathing Buddy Puppet Show
Create simple puppets of sea friends
Act out scenarios where characters use their breathing techniques
Students direct: "Crabby, you need to use your Claw Reset Breath!"
2. Breathing Stations
Set up 4 stations around room (one per breath)
Students rotate, practicing each breath at its station
Station includes: poster, QR code, props (mirror, fidget, etc.)
3. Breath -A-Long Video
Record class doing each breathing technique
Create simple video students can follow along with
Share with families or other classes
4. Breathing Dice Game
Create dice with sea friend faces on each side
Roll dice
Whole class practices that breath together
Repeat 5 -10 times
5. Mindful Minute
Set timer for 1 minute
Students practice breath of their choice
Share: "I felt ___ before, and ___ after"
6. Teach Someone Challenge
Students teach one breathing technique to someone at home
Bring back signed note: "[Student] taught me [breath]!"
Celebrate in class
🏠 Additional Home Ideas
Bedtime Breathing Routine: Choose one breath to practice together every night before bed.
Consistency builds habit.
Car Breathing: Keep QR cards in car. Practice during drives, especially before/after stressful
events (doctor appointments, etc.)
Emotion -Based Menu: Create family poster:
"When I feel mad → Claw Reset Breath"
"When I feel worried → Spiral Breath"
Post on refrigerator
📝 Educator Reflection
Was 40 minutes too long? Did students maintain engagement?
Which breath was hardest to teach? Why?
Did I model all breaths accurately and with appropriate tone?
How can I integrate breathing into daily transitions this week?
Which students seemed resistant to breathing practice? How can I support them?
Did students understand they can CHOOSE their breath?
🎯 Connections To Other Weeks
Week 3 builds on:
Week 1: Character knowledge
Week 2: Zone awareness (breaths match zones)
Week 3 prepares for:
Week 4: Swatches will be paired with breaths
Week 6: Breathing becomes key tool for zone transitions
Week 10: Breathing cards go in Calm Corner
Critical Foundation: Week 3 is the most important skills week. Students will reference these
breaths for the rest of the program. If students struggle:
Extend to 2 weeks (Week 3A: Manny & Stella review + Shelly the Seashell new; Week 3B:
Crabby new + practice all four)
Post breathing posters prominently
Practice one breath daily during transitions
Printable Resources For Week 3:
- Breathing Buddy Worksheet - Emerging ✓ Breathing Buddy Worksheet - Developing ✓
Breathing Buddy Worksheet - Advanced ✓ Breathing Practice Tracker (weekly home
practice) ✓ All 4 Breathing Technique Posters (large format for display) ✓ Individual QR
Demo Cards (one per breath) ✓ Family Take Home Letter Week 3 ✓ Breathing Station
Signs (if doing extension activity)
4.4 Week 4: Sensory Swatches — Exploring Texture
AND COMFORT
Learning Objective: Students will explore various textures through sensory swatches
and match them to emotional zones and sea -friend characters, understanding that certain
sensory input can support emotional regulation.
SEL Competency Focus:
Primary: Self -Awareness (identifying sensory preferences)
Secondary: Self -Management (using sensory input as regulation tool)
🧰 Materials Needed:
Print from Calm Connections Printable Resources Folder:
Weekly_Materials/Week_4/Mood_Board_Worksheet_Emerging.pdf
Weekly_Materials/Week_4/Mood_Board_Worksheet_Developing.pdf
Weekly_Materials/Week_4/Mood_Board_Worksheet_Advanced.pdf
Weekly_Materials/Week_4/Swatch_Labels.pdf
Weekly_Materials/Week_4/Family_Take_Home_Week4.pdf
Appendices/Appendix_C_Swatch_Pairing_Guide.pdf
Physical Materials:
Sensory swatches (5 -10 sets of varied textures):
Soft: fleece, velvet, silk, soft felt
Bumpy: corduroy, sequins, bubble wrap
Smooth: satin, smooth leather, laminated paper
Scratchy: burlap, sandpaper, rough denim
Stretchy: spandex, elastic bands
Character cards (all 4)
Zone posters
Zipper bags or small bins (for swatch storage)
Glue sticks (for worksheet activity)
Student journals
Optional: Large poster board for class mood board
Setup Preparation:
Organize swatches into sets (each set has 5 -8 different textures)
Label each swatch with texture descriptor if possible ("soft fleece," "bumpy sequins")
Create 5 -8 swatch sets so students can explore in small groups
Prepare differentiated worksheets
Set up exploration stations if doing rotation activity
Lesson Duration: 35 minutes
Alternative:
Day 1: Texture exploration and discussion (20 min)
Day 2: Mood board creation and journaling (15 min)
LESSON FLOW
PART 1: OPENING CIRCLE (5 minutes)
Purpose: Introduce concept of sensory regulation through texture; connect to sea friends
📖 Opening Script:
[Gather students. Hold up a soft swatch and a scratchy swatch.]
"Welcome, sensory explorers! Today we're going to learn about something really cool: how
TEXTURES can help us with our FEELINGS!
Look at what I'm holding. [Hold up soft fleece] This one is soft and gentle. [Hold up
sandpaper] This one is rough and scratchy.
Close your eyes and imagine: If you were feeling sad and needed comfort, which texture
would you want to touch?
[Students respond: soft]
Yes! When we feel like Shelly the Seashell —sad, worried, or needing comfort —soft textures
often help us feel better.
Now imagine: If you were feeling really angry like Crabby, would you want something soft
and gentle? Or would you want something that matches that intense feeling?
[Students may say scratchy/rough]
Exactly! Sometimes when we have BIG feelings, we need textures that match that bigness!
This is called SENSORY REGULATION. Our bodies use our senses —what we touch, what we
see, what we hear —to help us feel balanced. Today we're focusing on the sense of TOUCH.
Use Manta Glide Breath for steady focus or Sparkle Breath for engaged attention.
Each of our sea friends has special textures that match their feelings. Let's learn about
them!"
[Display character cards with sample swatches next to each]
" MANNY likes soft, smooth textures —like the calm, smooth ocean water.
STELLA likes bumpy, sparkly textures —things that are interesting and energizing!
SHELLY likes gentle, comforting textures —things that feel like a hug.
CRABBY likes strong, intense textures —things that can handle those BIG feelings!
Today you're going to explore LOTS of different textures. Your job is to:
Touch each texture carefully
Describe how it feels
Think about which sea friend it matches
Discover which textures help YOU feel calm or comfy
Remember: Everyone's sensory preferences are different! Some people love soft things.
Some people need rougher textures. There's no wrong answer —your body knows what it
needs!"
🗣️ Discussion Prompts:
"What's your favorite texture at home? Like your favorite blanket, stuffed animal, or
clothing?"
[Allow 2 -3 students to share]
"Notice how we all have different favorites! That's because our bodies are all different."
"Has anyone ever touched something that felt YUCKY or uncomfortable?"
[Validate responses]
"That's called tactile defensiveness —when certain textures feel bad to us. That's totally
normal! Today, if a texture feels yucky, you can skip it."
"Why do you think touching something soft might help when you're sad?"
[Guide toward understanding: Soft = comfort = safety] Shell Breath creates a protective safe
space, or Anchor Drop provides solid, unmoving safety.
Differentiation for Opening:
Students with sensory sensitivities: "You're in charge. You only touch what feels okay. You
can look at swatches without touching."
Non -verbal students: Show thumbs up/down for textures they like/dislike
Advanced students: "Can you predict which texture Crabby would like? Why?"
PART 2: CORE ACTIVITY (20 minutes)
Activity A: Swatch Exploration & Sorting (12 minutes)
Setup:
Divide class into 4 -5 small groups
Give each group a set of sensory swatches (5 -8 different textures)
Have character cards and zone posters visible for reference
Instructions:
"Each group has a collection of texture swatches. We're going to explore them together
using ALL of our senses —well, mostly touch!
Here are the rules:
Be gentle with the swatches
Pass them around so everyone gets a turn
Use WORDS to describe what you feel
Respect if someone doesn't want to touch a swatch
Let's start exploring!"
Guided Exploration (facilitate for 10 minutes):
[Circulate between groups, guiding exploration with prompts]
Round 1: Free Exploration (3 minutes) "Pick up any swatch. Touch it. Rub it between your
fingers. What do you notice?"
[Students explore freely]
Round 2: Descriptive Words (3 minutes) "Now let's use words to describe what we feel!
Pick one swatch and finish this sentence: 'This swatch feels...'
[Offer word bank on board as you say them]:
Soft or hard?
Smooth or bumpy?
Warm or cool?
Rough or silky?
Scratchy or gentle?
Thick or thin?
Heavy or light?"
[Students practice describing]
Teaching Moment: "I hear Marcus saying 'This feels bumpy like tiny mountains!' Great
description!" "Keisha said 'This feels scratchy like a cat's tongue!' Perfect!"
Round 3: Sorting by Sea Friend (6 minutes)
"Now comes the fun part: MATCHING swatches to sea friends!
Look at the swatches in front of you. Think about our four sea friends. Which swatch
matches each one?
[Give groups 3 minutes to sort swatches into 4 piles: Manny, Stella, Shelly the Seashell,
Crabby]
Let's check your sorting! Hold up a swatch that you think matches...
MANNY (Blue/Calm): [Groups hold up their Manny swatches] I see lots of soft fleece,
smooth satin, and silky fabrics! Yes! Manny likes textures that feel calm and smooth —just
like gliding through water.
STELLA (Yellow/Joy): [Groups hold up Stella swatches] I see sequins, bumpy corduroy, and
bubble wrap! Yes! Stella likes textures that are interesting and engaging —they have energy!
SHELLY (Purple/Vulnerable): [Groups hold up Shelly the Seashell swatches] I see soft
velvet, plush fabric, fuzzy fleece! Yes! Shelly the Seashell likes textures that feel like a gentle
hug—comforting and safe.
CRABBY (Red/Alert): [Groups hold up Crabby swatches] I see scratchy burlap, rough
sandpaper, and firm denim! Yes! Crabby likes textures that are STRONG —they can handle
those big feelings!"
Important Teaching Point:
"Notice: Some swatches could fit in MULTIPLE categories!
For example, soft fleece could be BOTH Manny (calm) and Shelly the Seashell (comforting).
That's okay! The same texture can help in different ways.
Also, what feels good to YOU might be different from your neighbor! Some people find
scratchy textures irritating. Other people find them grounding and helpful. BOTH are right!
Your body knows what it needs. Part of growing up is learning to LISTEN to your body."
Discussion Questions During Sorting:
[Ask as groups work]
"Which texture is your FAVORITE? Why?"
"Which texture do you think you'd want if you were feeling sad like Shelly the Seashell?"
"Are there any textures that feel YUCKY to you? That's important information!"
"Can you think of anything at home or school that has a texture like this?"
Activity B: Mood Board Creation (8 minutes)
Transition Script:
"Great sorting work! Now you're going to create your own personal MOOD BOARD —a
collection of textures that help YOU feel calm, safe, or comfy!"
Instructions:
[Distribute differentiated worksheets]
Emerging Learner Worksheet:
Format: Large outline of 4 sea friends with empty space inside each
Task: Glue small fabric pieces inside the sea friend they match
Support:
Pre-cut small swatch pieces (1" squares)
Adult helps with glue if needed
"Which texture goes with Manny? Let's glue soft fabric in Manny's body!"
Accept any placement —it's about exploration, not perfection
Alternative: Just color the sea friends with colors that match textures (blue for soft, etc.)
Success Criteria: Student engages with textures and places/glues at least 2
Developing Learner Worksheet:
Format: "My Mood Board" with 4 sections (one per zone/character)
Task: For each section, glue one small swatch AND write or draw when you'd use that
texture
Layout:
My Mood Board
Manny - Calm
[space to glue swatch]
I would touch this when: _______________
Stella - Joy
[space to glue swatch]
I would touch this when: _______________
Shelly - Vulnerable
[space to glue swatch]
I would touch this when: _______________
Crabby - Alert
[space to glue swatch]
I would touch this when: _______________
Support:
Provide sentence starter: "When I feel ___, this texture helps."
Allow drawing instead of writing
Offer word bank: calm, excited, sad, worried, angry, frustrated, happy
Advanced Learner Worksheet:
Format: Reflective mood board with explanations
Task:
Choose 2 -3 favorite textures from today
Glue or tape small samples
Write detailed explanation of each
Prompts for each swatch:
"This texture feels like..."
"This texture reminds me of..."
"I would use this texture when I feel ___ because..."
"This texture matches ___ (character) because..."
Extension: "Design your ideal sensory space at home. What textures would you include?
Draw and label it."
Worksheet Creation Time:
8 minutes with soft music
Provide small pre -cut swatch samples for gluing
Circulate with glue sticks
Allow students to take sample swatches from exploration sets
Fast finishers: "Decorate your mood board with colors that match the zones"
PART 3: BREATHING PRACTICE (5 minutes)
Featured Breath: Crabby's Claw Reset Breath
Purpose: Review Crabby's breath while holding different textures; explore how texture +
breathing work together
Transition Script:
"Let's practice breathing now —but with a twist! We're going to do Crabby's Claw Reset
Breath while holding different textures. This shows how breathing AND sensory tools can
work TOGETHER!"
Modified Breathing Practice:
[Have students grab one swatch they liked —preferably a firmer/scratchier one]
"Everyone find a swatch that feels strong or intense —maybe something scratchy or bumpy.
Hold it in your hand.
Now we're going to do Crabby's Claw Reset Breath, but this time, we'll SQUEEZE the swatch
instead of just making empty fists!
Ready?"
Guided Practice (5 rounds with swatch):
"Hold your swatch in both hands.
Round 1: SQUEEZE the swatch as hard as you can! Breathe IN! Feel that texture! HOLD... 1, 2,
3... RELEASE your grip! Breathe OUT! Feel the texture soften in your hands.
Round 2: SQUEEZE again! Even harder! IN! Feel every bump, every scratch! HOLD...
RELEASE! OUT!
Rounds 3 -5: [Continue pattern]
[After 5 rounds]: Look at the swatch in your hands. You squeezed it hard, but it's still okay!
That's what Crabby's breath does with our BIG feelings. We can squeeze them, hold them,
and release them —and we're still okay! The swatch is still okay! Nothing broke!"
🗣️ Reflection Prompt:
"How did it feel to squeeze the swatch instead of just your fists?
[Allow responses]
Some of you said it felt better —more satisfying! That's because your hands had something
to DO with the angry energy. The texture gave the feeling a place to go.
This is why we'll put swatches in our Calm Corner later! When you feel like Crabby, you can
squeeze a swatch or stress ball instead of hitting or throwing.
When might you want to use a swatch AND breathing together?
When you're really frustrated
When you need something to hold
When breathing alone isn't quite enough
When you need your hands busy"
Differentiation:
Students with sensory sensitivities: Use softer swatch or just do breathing without texture
Students who love texture: "Try squeezing different textures and see which feels best for
releasing anger"
Students with motor challenges: Adult can place swatch in hand; student squeezes with
whatever strength possible
PART 4: REFLECTION & JOURNALING (5 minutes)
Purpose: Personal sensory awareness and preference identification
📓 Journal Prompt:
Write on board:
"My favorite texture today was _______ because _______."
OR
"When I feel like _______ (sea friend), I will use _______ (texture) to help."
Emerging Learners:
Task: Draw or color their favorite texture; adult scribes description
Support:
"Which texture did you like best?"
Student points to swatch
Adult: "You liked the soft fleece! I'll write that."
Student can color a representation of that texture (wavy lines for soft, dots for bumpy, etc.)
Developing Learners:
Task: Complete sentence frame with texture and reason
Examples:
"My favorite texture was soft velvet because it felt like a hug."
"When I feel like Shelly the Seashell, I will use fuzzy fabric to help."
Support:
Tape small actual swatch piece in journal next to writing
Encourage description: "HOW did it feel? What did it remind you of?"
Advanced Learners:
Task: Reflective writing about sensory preferences
Prompts:
"Describe three different textures from today. How did each one make you feel
emotionally?"
"Some people loved the scratchy textures, and some people didn't like them at all. Why do
you think people have such different sensory preferences?"
"Think about your home and classroom. Where could you find textures that might help
when you feel like different sea friends?"
Challenge: "If you were designing a Calm Corner, which 5 textures would you include? Why
those specific ones?"
Journaling Time: 5 minutes
Optional Sharing: "Who found a texture that really surprised them today?"
[2-3 volunteers share discoveries]
PART 5: CLOSING & HOME CONNECTION (2 minutes)
Closing Script:
"Sensory scientists, you did incredible work today! You:
Explored lots of different textures
Used describing words
Matched textures to sea friends and zones
Created your own mood board
Practiced breathing WITH texture
Here's what I noticed: We all have DIFFERENT texture preferences, and that's perfect! Your
body knows what it needs.
Some of you loved soft, gentle textures. Some of you preferred bumpy or scratchy textures.
Some of you wanted smooth and cool. ALL of those preferences are good and important!
This week at home, notice textures around you:
Your blanket at bedtime
Your clothes
Your favorite stuffed animal
Your couch or chair
Which textures make you feel calm? Which ones make you feel energized? Your body is
smart —it will tell you!
Next week, we're going to use EVERYTHING we've learned so far —characters, zones,
breathing, AND textures —to learn about MOOD MATCHING. We'll connect feelings to real -
life situations!"
Special Send -Home:
[If possible, send home 1 -2 small swatch samples with each student]
"I'm sending home a small swatch sample you can keep! Put it somewhere you might need
it—your backpack, your desk at home, your bedside table. When you need comfort or calm,
you'll have a texture to help!"
📬 Send Home This Week:
Completed Mood Board worksheet
1-2 small swatch samples (if available)
QR Demo Card: Crabby's Claw Reset Breath (review)
Family Take -Home Letter
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Optional: Shelly Character Celebration
Week -End Celebration Activity (15 -20 minutes)
Celebration Activity
Filename: Shelly the Seashell Celebration Activity – Week 4.docx
Title: Shelly the Seashell’s Bubble Bash
Theme: Joyful Energy & Breath
Celebrate Shelly the Seashell’s playful spirit with a sensory -friendly, movement -based
activity that channels excitement into focus. Use Manta Glide Breath for steady focus or
Sparkle Breath for engaged attention.
Setup Checklist
Bubble machine or wands
Yellow zone visuals and Shelly the Seashell poster
QR Demo Card – Bubble Breath
Upbeat music
Optional: Shelly the Seashell coloring sheets
Floor mats or movement space
Activity Flow
Zone Check -In
Bubble Breath Practice
Bubble Bash Game : Move through bubbles, freeze, breathe
Joy Reflection Drawing
Optional Joy Zone sticker or Shelly the Seashell badge
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Calm Connections Home Connection — Week 4
Dear Families,
This week we explored sensory swatches —different textures matched to emotions and
zones!
What We Learned:
We discovered that our sense of TOUCH can help regulate emotions. Different textures
match different feelings:
MANNY (Calm) → Soft, smooth textures (silk, fleece, satin) STELLA (Joy) → Bumpy,
interesting textures (sequins, corduroy) SHELLY (Vulnerable) → Gentle, comforting
textures (velvet, plush) CRABBY (Alert) → Strong, intense textures (burlap, denim,
sandpaper)
Why This Matters:
Sensory regulation is a powerful tool! When children can identify which textures help them
feel calm, safe, or grounded, they gain another self -regulation strategy. Students with access
to all 16 breathing techniques have a comprehensive self -regulation toolkit.
For example:
A child feeling anxious might benefit from rubbing a soft piece of fabric
A child feeling angry might benefit from squeezing something firm or textured
A child needing to focus might benefit from a smooth, cool texture
This Week at Home:
Texture Hunt: Explore textures around your home together!
"This towel is soft and fluffy —that's a Shelly the Seashell texture!"
"This doormat is scratchy —that's a Crabby texture!"
"Your blanket is smooth and cool —that's a Manny texture!"
Create a Comfort Texture Basket: Gather a few items with different textures:
Soft cloth or small blanket
Textured sponge
Smooth stone
Small stress ball
Keep this basket accessible. When your child is upset, offer: "Do you want to hold something
from the texture basket?"
Important Note: Some children have tactile sensitivities and may strongly dislike certain
textures. This is normal! Never force a child to touch something that feels uncomfortable.
Respect their "no."
Practice Breathing + Texture: Try Crabby's Claw Reset Breath while squeezing a washcloth
or stress ball. The combination of breath + texture can be very regulating!
Questions? Contact me at [teacher email]
Happy exploring! [Your name]
📈 Assessment Checkpoint
Week 4 Assessment Indicators:
□ Explores multiple textures
Willingly touches and examines at least 3 different swatches
□ Describes textures using sensory words
Uses words like soft, scratchy, bumpy, smooth (or shows understanding through
gesture/AAC)
□ Matches texture to emotion/character
Can connect at least 2 textures to appropriate sea friends
□ Identifies personal sensory preference
Can communicate which texture they liked or didn't like
Anecdotal Notes:
Which students showed sensory sensitivities?
Did any students have strong negative reactions to textures?
Which textures were most popular overall?
Did students make connections between texture and emotion?
🌀 Extension Activities
1. Texture Treasure Hunt
Hide swatches around classroom
Students find them and sort by sea friend
Chart results: "We found 5 Manny textures!"
2. Texture Mystery Bag
Place swatches in bag
Student reaches in (without looking) and describes what they feel
Class guesses which sea friend the texture matches
3. Texture Art Gallery
Students create textured self -portraits using fabric scraps
"This is me when I feel like Manny" (use soft fabrics)
Display as gallery
4. Texture Memory Game
Make pairs of matching textures
Play memory game —match textures by feel
Discuss which textures were easiest/hardest to tell apart
5. Sensory Story
Read story (any book)
Pause at emotional moments
"What texture would this character want right now?"
Pass around appropriate swatch
6. DIY Calm Corner Swatches
Students help create class set of labeled swatches
Practice laminating or mounting fabric on cardstock
Discuss where they'll go (Calm Corner!)
7. Texture Graphing (Math Integration)
Survey class: "Which texture was your favorite?"
Create bar graph of results
Discuss: "Soft textures won! Why do you think so many people liked soft?"
🏠 Additional Home Ideas
Bedtime Texture Routine: Choose one comforting texture to incorporate into bedtime
routine. "Before sleep, rub your soft blanket and do Manny's breath."
Sensory Calm -Down Kit: Help child create small zip pouch with:
2-3 favorite texture samples
Breathing card
Small stress ball or fidget Keep in backpack or by bed
Clothing Awareness: Help child notice textures in clothing:
"Your shirt feels scratchy today. Do you want to change?"
"These soft pajamas are Shelly the Seashell textures!" Builds body awareness and advocates
for needs
📝 Educator Reflection
Sensory Sensitivities: Did I identify any students with significant tactile defensiveness? How
can I support them moving forward?
Engagement: Were students more engaged with hands -on textures than previous
verbal/visual lessons?
Supplies: Do I have enough swatch variety? What textures should I add to my collection?
Practical Application: How can I make swatches accessible in the classroom daily (not just
during this lesson)?
Cultural Considerations: Were there any textures that seemed unfamiliar or uncomfortable
to certain students based on cultural textile differences?
Next Steps: Which students would benefit from dedicated sensory supports? Should I
consult with OT?
🎯 Connections To Other Weeks
Week 4 builds on:
Week 1: Character emotions (now matched to textures)
Week 2: Zone awareness (textures aligned with zones)
Week 3: Breathing techniques (combined with texture
today)
Week 4 prepares for:
Week 5: Mood matching will include "which texture would
help?"
Week 10: Swatches become essential Calm Corner tool
All future weeks: Swatches available as ongoing regulation support
Implementation Note: After Week 4, keep swatches accessible in classroom! Store in labeled
bins or zipper bags. Make available during:
Calm Corner visits
Individual work time
Transitions
Moments of dysregulation
Printable Resources For Week 4:
- Mood Board Worksheet - Emerging (character outlines for gluing) ✓ Mood Board
Worksheet - Developing (4 -section board with prompts) ✓ Mood Board Worksheet -
Advanced (reflective design project) ✓ Swatch Labels (printable labels for fabric
organization) ✓ Texture Description Word Bank (poster) ✓ Family Take Home Letter
Week 4 ✓ Swatch Pairing Guide (Appendix C - for educator reference)
Additional Materials Needed (not printable):
Actual fabric swatches (purchase or collect donations)
Glue sticks
Scissors (for cutting fabric samples)
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4.4B WEEK 4 SUPPLEMENTAL: BREATHING EXPANSION — RED ZONE TECHNIQUES This
week introduces three extended Red Zone techniques for intense emotions.
Supplemental Learning Objective: Students will learn three additional Red Zone
breathing techniques (Anchor Drop, Storm Wave, Boil Down), expanding their regulation
toolkit from 4 to 7 total breathing strategies.
SEL Competency Focus:
Primary: Self -Management (expanding regulation strategy repertoire)
Secondary: Self -Awareness (recognizing when different breathing techniques are needed)
Materials Needed:
Print from Calm Connections Printable Resources Folder:
Extended_Breathing_Techniques/Red_Zone_Poster_Set.pdf
Extended_Breathing_Techniques/Anchor_Drop_Demo_Card.pdf
Extended_Breathing_Techniques/Storm_Wave_Demo_Card.pdf
Extended_Breathing_Techniques/Boil_Down_Demo_Card.pdf
Weekly_Materials/Week_4/Breathing_Expansion_Tracker.pdf
Physical Materials:
All 4 character cards (focus on Crabby)
Red Zone poster
Original 4 breathing technique posters (from Week 3)
New Red Zone extended technique posters
Student journals
Optional: Anchor props, wave scarves for demonstration
Setup Preparation:
Display Claw Reset Breath poster (Week 3 foundation technique)
Add three new Red Zone technique posters nearby
Have Crabby character card prominently displayed
Review all three new techniques yourself before teaching
Prepare demo space for movement -based techniques
Lesson Duration: 25 -30 minutes (can be split into two 15 -minute sessions)
Alternative Split:
Day 1: Review Claw Reset + Teach Anchor Drop & Storm Wave (15 min)
Day 2: Teach Boil Down + Practice all Red Zone techniques (15 min)
────────────────────────────────────────────────────────
LESSON FLOW
────────────────────────────────────────────────────────
PART 1: OPENING & FOUNDATION REVIEW (5 minutes)
Purpose: Reconnect with Claw Reset Breath; introduce concept of expanded breathing
toolkit
Opening Script:
[Gather students. Display Crabby character card and Red Zone poster.]
"Welcome back, breathing experts! A few weeks ago, we learned our four FOUNDATION
breathing techniques —one for each sea friend. Who can remind me what Crabby's
breathing technique is called?"
[Students respond: Claw Reset Breath]
"YES! Claw Reset Breath! Let's do it together right now as a quick review."
[Lead students through one round of Claw Reset Breath]
"Excellent! Make tight fists like crab claws... squeeze... hold... and RELEASE! Breathe out...
Relax. Perfect!"
"Here's some exciting news: Today you're going to learn THREE MORE breathing
techniques —and they're ALL Crabby's friends! That means by the end of today, you'll have
FOUR different breathing techniques just for Red Zone feelings!"
[Hold up four fingers]
"Four different breaths for when you feel frustrated, angry, or overwhelmed! Why do we
need so many Red Zone breaths? Because sometimes one breath works great, and other
times you might need a different one. Having choices gives you POWER!"
Discussion Prompts:
"Why do you think Red Zone needs lots of breathing techniques?"
[Guide students: Red Zone feelings are BIG and intense; different situations need different
tools]
"That's right! Red Zone feelings are the BIGGEST, most intense feelings. So Crabby needs
extra help —and now he has FOUR breathing friends to help him!"
"When you learned Claw Reset Breath, how did it help you?"
[Allow 1 -2 students to share real experiences]
"Wonderful! Let's add three more powerful tools to your Red Zone toolbox!"
────────────────────────────────────────────────────────
PART 2: TEACHING EXTENDED RED ZONE TECHNIQUES (15 -18 minutes)
────────────────────────────────────────────────────────
TECHNIQUE 1: ANCHOR DROP (5 -6 minutes)
[Display Anchor Drop poster. Show anchor prop if available.]
"Our first new technique is called ANCHOR DROP! Have you ever seen an anchor? It's the
heavy metal thing that drops down from a boat to keep it from floating away. When the
water gets rough and stormy, the anchor keeps the boat steady and safe."
[Demonstrate dropping motion with hand]
"Anchor Drop breath is for when your Red Zone feelings are making you feel like you're
floating around, out of control, or unstable. This breath drops an anchor inside you to help
you feel GROUNDED and STEADY."
Demonstration:
[Stand with feet shoulder -width apart]
"Watch me carefully:
1. Stand strong with feet planted firmly on the ground [demonstrate solid stance]
2. Imagine you're a boat, and your feet are dropping anchors deep into the ocean floor
3. Place one hand on your belly to feel your anchor center
4. Breathe IN slowly through your nose for 4 counts while imagining roots growing from
your feet deep into the ground
5. HOLD that breath for 4 counts —feel yourself ANCHORED, steady, not moving
6. Breathe OUT very slowly through your mouth for 8 counts —let that anchor settle deep
and secure
7. Rest for 2 counts —feel how solid and unmovable you are"
[Complete demonstration slowly]
"The key to Anchor Drop is feeling HEAVY, GROUNDED, and STABLE. You're not floating
around —you're ANCHORED DOWN."
Verbal Cue: "Drop down deep, strong and still, anchored steady, calm and real"
Group Practice: 3 rounds
"Everyone stand up! Find your space. Feet strong on the ground —these are your anchors!
Ready? Let's practice Anchor Drop together:
Round 1: Feet planted strong... one hand on belly... Breathe IN... imagine roots growing
down... 1, 2, 3, 4... HOLD... you are ANCHORED... 1, 2, 3, 4... Now breathe OUT... let it settle
deep... 1, 2, 3, 4, 5, 6, 7, 8... Rest... 1, 2... Feel how solid you are!
[Monitor students. Provide gentle corrections: "Strong feet!" "Feel that anchor!"]
Round 2: Let's anchor again! Feet firm... Breathe IN... roots going deeper... HOLD... steady
and strong... Breathe OUT... let it all settle... Rest... You are GROUNDED!
Round 3: One more time! You're getting really good at this! Anchor down... breathe... hold...
steady... release... rest. EXCELLENT anchoring, everyone!"
When to Use:
"Use Anchor Drop when you feel:
- Like your body is spinning or out of control
- Overwhelmed and don't know what to do
- Frustrated and want to stomp, run, or escape
- Your feelings are TOO BIG and you need to feel solid again
Anchor Drop helps by making you feel STABLE, GROUNDED, and IN CONTROL of your body.
The anchor reminds you: I'm not going anywhere. I'm steady. I'm strong. I can handle this."
Differentiation:
For emerging learners: Can stay seated and focus just on the breathing pattern; skip
visualization
For students with motor challenges: Can sit in chair with feet firmly on floor; use hand on
belly as "anchor"
For advanced students: Add visualization details —"How deep does your anchor go? What
color is it? Can you feel it hitting the ocean floor?"
Connection to Red Zone:
"Anchor Drop is one of Crabby's friends! When you're in Red Zone feeling out of control, you
now have TWO breathing techniques to choose from: Claw Reset Breath or Anchor Drop.
You can pick whichever one your body needs in that moment!"
────────────────────────────────────────────────────────
TECHNIQUE 2: STORM WAVE (5 -6 minutes)
[Display Storm Wave poster]
"Our next technique is called STORM WAVE! Has anyone ever seen a really BIG wave crash
on the beach? It builds up high and powerful, then CRASHES down hard, and then... what
happens after?"
[Students respond: it gets calm, it goes away]
"Exactly! After the big crash, the water becomes gentle and peaceful again. Storm Wave
breath teaches your body the same thing: BIG feelings build up, CRASH safely, then calm
down."
Demonstration:
[Stand with space to move arms]
"This breath has movement! Watch:
1. Start with arms down at your sides —this is calm water
2. Breathe IN deeply for 5 counts while raising your arms up high overhead like a wave
building
3. HOLD for 2 counts at the peak —this is the wave at its biggest!
4. Now here's the crash: Breathe OUT POWERFULLY for 7 counts while sweeping your arms
down fast (but controlled!) in a wave motion
5. Let your arms settle gently at your sides
6. Rest for 2 counts —notice how calm the water is now"
[Demonstrate full technique with energy]
"The key is: you put the BIG energy INTO the breath and movement, then let it all go. The
storm passes!"
Verbal Cue: "Big storm up, crash it down, calm water all around"
Group Practice: 3 rounds
"Everyone stand up! Make sure you have space for your arms to move.
Ready? Let's make some safe storms together!
Round 1: Arms down... Breathe IN deeply... wave is building... 1, 2, 3, 4, 5... raise those arms
up HIGH like a storm wave! HOLD at the top... 1, 2... Now CRASH it down! Breathe OUT
powerfully... 1, 2, 3, 4, 5, 6, 7... arms sweep down... Rest... 1, 2. The storm has passed! Notice
how calm you feel.
[Check students: "Big arms!" "Powerful breath out!"]
Round 2: Again! Calm water to start... Breathe IN... storm building... 1, 2, 3, 4, 5... Hold that
power... 1, 2... CRASH! Out it goes... 1, 2, 3, 4, 5, 6, 7... Rest. Calm water.
Round 3: One more storm! Build that wave... big breath IN... 1, 2, 3, 4, 5... Hold... CRASH!
Release everything... 1, 2, 3, 4, 5, 6, 7... And rest. WOW! You just turned three storms into
calm water!"
When to Use:
"Use Storm Wave when you feel:
- VERY frustrated or angry —feelings feel huge
- Like you want to yell, throw something, or hit
- Explosive energy building up inside
- Need to get BIG feelings OUT in a safe way
Storm Wave helps by giving that big energy somewhere SAFE to go. You're not holding it
inside —you're letting it CRASH out through your breath and arms. Then, just like a real
storm, it passes and becomes calm."
Differentiation:
For emerging learners: Can do smaller arm movements or stay seated with just upper arm
motion
For students with motor challenges: Can do the breathing pattern without arm movements;
focus on powerful exhale
For advanced students: "Name your storm! What's making you feel this way? Say it silently
as you build the wave, then watch it wash away"
Connection to Red Zone:
"Storm Wave is another one of Crabby's friends! Now you have THREE Red Zone breathing
techniques: Claw Reset, Anchor Drop, and Storm Wave. That's a lot of tools!"
────────────────────────────────────────────────────────
TECHNIQUE 3: BOIL DOWN (5 -6 minutes)
[Display Boil Down poster. Have a visual of a pot/thermometer if possible.]
"Our last new technique today is called BOIL DOWN! Has anyone ever watched water boil
on the stove? It bubbles and bubbles and gets really hot and intense. But then, if you turn
down the heat, what happens?"
[Students respond: it calms down, stops boiling]
"YES! It cools down and becomes calm again. Boil Down breath is for when your feelings are
bubbling up hot and intense inside you. This breath turns down your body's heat so those
feelings can cool down."
Demonstration:
[Stand or sit with one hand on chest, one on belly]
"This breath is about SLOW control:
1. Put one hand on your chest, one on your belly —you're checking your temperature
2. Imagine a dial or thermometer inside you that says how 'hot' or intense your feelings are
3. Breathe IN slowly through your nose for 4 counts —just a normal breath
4. HOLD for 3 counts —imagine reaching over to that dial
5. Breathe OUT very slowly through your mouth for 5 counts —as you breathe out, imagine
turning that dial DOWN, watching your temperature cool from boiling to simmering to calm
6. Rest and check: do you feel a little cooler?"
[Demonstrate with calm, controlled energy]
"The magic of Boil Down is the SLOW exhale. That's when you're turning down the heat."
Verbal Cue: "Boiling hot, turn it down, simmer slow, safe and sound"
Group Practice: 3 rounds
"Everyone find a comfortable position —sitting or standing. Place your hands on your chest
and belly like I showed you.
Ready? Let's practice cooling down together:
Round 1: Feel your body temperature right now... Breathe IN gently through your nose... 1,
2, 3, 4... HOLD... reach for that dial... 1, 2, 3... Now breathe OUT slowly through your mouth...
turn down the heat... 1, 2, 3, 4, 5... Rest. Check your temperature —do you feel a tiny bit
cooler?
[Encourage: "Slow exhale!" "Turn down that heat!"]
Round 2: Again! Check in with your body... Breathe IN... 1, 2, 3, 4... Hold... 1, 2, 3... Breathe
OUT slowly... cooling down... 1, 2, 3, 4, 5... Rest. Notice the difference!
Round 3: One more time! IN... 1, 2, 3, 4... HOLD... 1, 2, 3... OUT... turning that dial way down...
1, 2, 3, 4, 5... Rest. Excellent! Look at you cooling those feelings down!"
When to Use:
"Use Boil Down when you feel:
- Frustration or anger STARTING to build (before it gets too big)
- Hot, tense, or tight inside
- Like you're about to lose control but you're not there yet
- Your feelings are bubbling up and you want to stop them early
Boil Down helps by catching feelings BEFORE they explode. It's like noticing the water
starting to boil and turning down the heat before it boils over. You're in control of your
temperature!"
Differentiation:
For emerging learners: Focus just on the slow exhale; skip the visualization of
temperature/dial
For students with motor challenges: Can do entirely seated with just hand placement and
breathing
For advanced students: "On a scale of 1 -10, what's your temperature right now? Try to
lower it by 2 points with each round of Boil Down"
Connection to Red Zone:
"Boil Down is Crabby's third friend! Now you know FOUR Red Zone breathing techniques:
1. Claw Reset Breath (squeeze and release)
2. Anchor Drop (ground yourself)
3. Storm Wave (crash and calm)
4. Boil Down (cool down your temperature)
Wow! You have SO many tools for Red Zone feelings now!"
────────────────────────────────────────────────────────
PART 3: PRACTICE ALL FOUR RED ZONE TECHNIQUES (3 -5 minutes)
Purpose: Help students experience all four techniques and begin to understand when each
might be most helpful
Guided Practice Script:
"Amazing work, breathing experts! You just learned three new techniques! Let's practice all
FOUR Red Zone breathing techniques quickly so your body remembers them.
I'm going to call out a technique name. When I do, you'll do that breath ONE time. Ready?"
[Call out techniques in random order, allowing students to complete each before moving to
next]
"Claw Reset!"
[Students do one round: fists tight, squeeze, release]
"Anchor Drop!"
[Students do one round: feet firm, breathe in/hold/out long]
"Storm Wave!"
[Students do one round: wave up, crash down]
"Boil Down!"
[Students do one round: slow exhale, cool down]
"Excellent! Your body now knows FOUR different ways to handle Red Zone feelings! Over
the next few weeks, you'll practice knowing WHICH breath to use WHEN. Sometimes your
body will tell you exactly what it needs!"
Quick Comparison Activity:
"Let's think about when you'd use each one. I'll describe a situation, and you tell me which
Red Zone breath might help:
Situation 1: You're SO angry you want to yell and throw things. Your feelings are HUGE!"
[Students likely suggest: Storm Wave or Claw Reset]
"Great thinking! Storm Wave lets you safely crash that big energy!
Situation 2: You feel frustrated and shaky, like your body might run away or you can't stand
still."
[Students suggest: Anchor Drop]
"Perfect! Anchor Drop grounds you and makes you steady!
Situation 3: You can feel yourself starting to get angry, but you're not exploded yet."
[Students suggest: Boil Down]
"Exactly! Boil Down helps you catch feelings BEFORE they get too big!
See? Each technique has special jobs! The more you practice, the better you'll know which
one your body needs."
────────────────────────────────────────────────────────
PART 4: CLOSING (2 minutes)
Closing Script:
"Ocean explorers, I am so impressed! In Week 3, you learned your four foundation
breathing techniques. Today, you added THREE more techniques just for Red Zone! That
means you now know SEVEN breathing techniques total:
Blue Zone: Manta Glide Breath (1 technique so far)
Yellow Zone: Sparkle Breath (1 technique so far)
Purple Zone: Spiral Breath (1 technique so far)
Red Zone: Claw Reset, Anchor Drop, Storm Wave, AND Boil Down (FOUR techniques!)
[Hold up fingers to show]
"Crabby needed the most help because Red Zone feelings are the biggest and hardest. But
guess what? In the coming weeks, we're going to learn more breathing techniques for ALL
the zones! By the time we're done, you'll have SIXTEEN different breathing techniques —
four for each zone!
For now, practice your new Red Zone breaths. When you feel frustrated this week, try to
remember: you have FOUR different tools. Pick the one that feels right!"
Home Connection Reminder:
"Tonight, teach your family Storm Wave breathing! Show them how a big storm can crash
down and become calm. Practice it together!"
────────────────────────────────────────────────────────
ASSESSMENT CHECKPOINTS
Check for Understanding:
Can students demonstrate all three new techniques with correct breath patterns?
Do students understand WHEN each technique might be useful?
Can students name all four Red Zone techniques?
Red Flags to Address:
Student makes Storm Wave TOO intense/unsafe: Redirect to controlled movement
Student seems frustrated by having "too many choices": Reassure that they can stick with
Claw Reset and try others when ready
Student says "these don't work": Validate and explore which techniques feel better; remind
that everyone's body is different
────────────────────────────────────────────────────────
DIFFERENTIATION NOTES
For Students with Trauma History:
Anchor Drop may feel very grounding and safe
Storm Wave might feel cathartic but monitor for over -activation
Always offer choice: "You can try the new breaths OR use Claw Reset —whatever feels
better"
For Students with ADHD:
Storm Wave's movement may be particularly engaging and effective
Practice techniques multiple times across several days for retention
Use visual cue cards to help remember technique names
For Students with Anxiety:
All three techniques can help with anxious energy that presents as irritability
Boil Down may be especially helpful for worry that's starting to escalate
Anchor Drop provides security for floating/unmoored feelings
For Emerging Learners:
Focus on learning one technique well before adding others
Use simple language: "Anchor: stand strong!" "Storm: arms up, arms down!" "Boil: breathe
out slow!"
Provide visual demonstration repeatedly
For Advanced Learners:
Encourage self -awareness: "Which technique does your body need right now?"
Create a personal Red Zone breathing plan
Teach techniques to younger students (peer teaching)
────────────────────────────────────────────────────────
Connections To Other Weeks
Week 3 Connection: Builds on foundation breathing techniques
Week 5 Connection: Mood matching will include choosing appropriate breathing techniques
Week 6 Connection: Students will learn additional techniques for Yellow, Purple, and Blue
Zones
Week 8+ Connection: Students will apply all 16 techniques to real classroom scenarios
═══════════════════════════════════════════════════════
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4.5B Week 5 Supplemental: Breathing Expansion — Purple Zone Techniques
Students learn three extended Purple Zone techniques for comfort and safety.
Supplemental Learning Objective: Students will learn three additional Purple Zone
breathing techniques (Comfort Breath, Gentle Breathing, Shell Breath), understanding how
to self -soothe and create safety when feeling sad, worried, or vulnerable.
SEL Competency Focus:
Primary: Self -Management (developing self -soothing and comfort strategies)
Secondary: Self -Awareness (recognizing when comfort and safety are needed)
Materials Needed:
Print from Calm Connections Printable Resources Folder:
Extended_Breathing_Techniques/Purple_Zone_Poster_Set.pdf
Extended_Breathing_Techniques/Comfort_Breath_Demo_Card.pdf
Extended_Breathing_Techniques/Gentle_Breathing_Demo_Card.pdf
Extended_Breathing_Techniques/Shell_Breath_Demo_Card.pdf
Weekly_Materials/Week_5/Breathing_Expansion_Tracker.pdf
Physical Materials:
All 4 character cards (focus on Shelly the Seashell)
Purple Zone poster
Spiral Breath poster (Week 3 foundation technique)
New Purple Zone extended technique posters
Student journals
Optional: Soft blanket or scarf, seashell props, stuffed animals for demonstration
Setup Preparation:
Display Spiral Breath poster (Week 3 foundation technique)
Add three new Purple Zone technique posters nearby
Have Shelly the Seashell character card prominently displayed
Create a gentle, calm teaching environment (consider dimming lights slightly, soft voice)
Review all three new techniques yourself before teaching
Prepare cozy demonstration space
Lesson Duration: 25 -30 minutes (can be split into two 15 -minute sessions)
Alternative Split:
Day 1: Review Spiral Breath + Teach Comfort Breath & Gentle Breathing (15 min)
Day 2: Teach Shell Breath + Practice all Purple Zone techniques (15 min)
TEACHING NOTE: Purple Zone techniques require extra gentleness, warmth, and
emotional safety. Use a softer tone, move slowly, and emphasize that these breaths are for
taking care of yourself when you feel vulnerable. Never force participation —offer
techniques as gifts of comfort.
────────────────────────────────────────────────────────
LESSON FLOW
────────────────────────────────────────────────────────
PART 1: OPENING & FOUNDATION REVIEW (5 minutes)
Purpose: Create emotional safety; review Spiral Breath; introduce concept of self -soothing
Opening Script:
[Gather students in a cozy circle. Speak gently. Display Shelly the Seashell card and Purple
Zone poster.]
"Good morning, friends. Today we're going to talk about something really important: how to
take care of ourselves when we feel sad, worried, scared, or lonely. These are Purple Zone
feelings —Shelly the Seashell's feelings."
[Hold Shelly card tenderly]
"A few weeks ago, we learned Spiral Breath for Purple Zone. Let's remember it together."
[Lead students through one gentle round of Spiral Breath]
"Trace your spiral... breathe in... spiral in or out... breathe slowly... Feel safe. Beautiful."
[Pause to let students settle]
"Here's something important I want you to know: Purple Zone feelings are NOT bad
feelings. Feeling sad sometimes is okay. Feeling worried is okay. Feeling like you need
comfort is OKAY. Everyone —kids AND grown -ups—feels like Shelly the Seashell
sometimes."
"When we feel Purple Zone feelings, we need extra gentleness and care. That's why today
you're going to learn THREE MORE breathing techniques that are like giving yourself a
gentle hug. By the end of today, you'll have FOUR different ways to comfort yourself when
you need it!"
[Hold up four fingers softly]
Discussion Prompts:
"When do you feel like Shelly the Seashell? When do you need comfort?"
[Accept responses with validation: "Thank you for sharing that. Those feelings make
sense."]
Possible responses: When someone is mean, when I miss my family, when I make a mistake,
when something is scary
"What helps you feel better when you're sad or worried?"
[Listen to students; many will mention external comfort —hugs, parents, etc.]
"Those are all wonderful! And today, we're learning how YOU can help YOURSELF feel
better too. You can give yourself comfort through breathing. You don't have to wait for
someone else —you have this power inside you."
"Why do you think Shelly the Seashell needs four different breathing techniques?"
[Guide: Different kinds of sadness/worry need different kinds of comfort]
"Exactly! Sometimes you need a gentle hug feeling. Sometimes you need to feel protected.
Sometimes you just need soft, calm breathing. Let's learn all three!"
────────────────────────────────────────────────────────
PART 2: TEACHING EXTENDED PURPLE ZONE TECHNIQUES (15 -18 minutes)
────────────────────────────────────────────────────────
TECHNIQUE 1: COMFORT BREATH (5 -6 minutes)
[Display Comfort Breath poster. Have a soft blanket or stuffed animal to demonstrate with.]
"Our first new technique is called COMFORT BREATH. Have you ever gotten a really good,
warm hug when you were sad? How did that hug make you feel?"
[Students respond: better, safe, warm, loved]
"Yes! A hug wraps around you and makes you feel held and safe. Comfort Breath is like
giving yourself a hug FROM THE INSIDE. Even when no one is nearby to hug you, you can
use this breath to feel comforted and wrapped in warmth."
Demonstration:
[Sit comfortably, demonstrate a gentle self -hug by crossing arms over chest]
"Watch how Comfort Breath works:
1. Sit or stand comfortably —whatever feels cozy to you
2. Wrap your arms around yourself in a gentle hug [cross arms over chest, hands on
opposite shoulders]
3. Close your eyes if that feels safe, or keep them open and look down gently
4. Imagine you're being wrapped in the warmest, softest blanket you've ever felt
5. Breathe IN very deeply and slowly through your nose for 5 counts —as you breathe in,
imagine that warm blanket wrapping tighter around you
6. HOLD that breath for 2 counts —feel yourself fully wrapped in warmth and safety
7. Breathe OUT very slowly through your mouth for 7 counts —as you breathe out, let all
your sad feelings soften and relax
8. Stay in your hug for 2 more counts —notice how much warmer and calmer you feel"
[Demonstrate with genuine gentleness and peace]
"The key to Comfort Breath is really FEELING the warmth and hug. You're not alone —
you're wrapping yourself in comfort."
Verbal Cue: "Wrap myself tight, warm and near, comfort comes, I'm safe right here"
Group Practice: 3 rounds
"Everyone get comfortable —sitting or standing, whatever feels best. Let's practice giving
ourselves comfort.
Wrap your arms around yourself in a gentle hug. That's it. You're holding yourself.
Ready? Let's breathe comfort together:
Round 1: Close your eyes if that feels okay... Imagine the warmest blanket wrapping around
you... Breathe IN deeply and slowly... 1, 2, 3, 4, 5... feel that warmth... HOLD... 1, 2... you are
wrapped in comfort... Breathe OUT... let sadness soften... 1, 2, 3, 4, 5, 6, 7... Stay in your hug...
1, 2... Notice how you feel.
[Use gentle, soothing voice. Give students time.]
Round 2: Again, wrap yourself in comfort... Breathe IN... warmth surrounding you... 1, 2, 3, 4,
5... HOLD... safe and held... 1, 2... Breathe OUT... softening... 1, 2, 3, 4, 5, 6, 7... Rest in your
hug... 1, 2. You are giving yourself comfort.
Round 3: One more time... Breathe IN that warmth... 1, 2, 3, 4, 5... HOLD... you are safe... 1, 2...
Breathe OUT... peace... 1, 2, 3, 4, 5, 6, 7... Rest... 1, 2. Beautiful. Slowly open your eyes when
you're ready. You just comforted yourself!"
When to Use:
"Use Comfort Breath when you feel:
- Sad or lonely
- Like you need a hug but no one is available
- Missing someone you love
- Hurt feelings from someone being unkind
- Small and needing to feel held
Comfort Breath helps by creating warmth and safety INSIDE you. You're reminding your
body: I can take care of myself. I can give myself comfort. I'm not alone —I'm here with me."
Differentiation:
For emerging learners: Focus just on the self -hug and slow breathing; skip complex
visualization
For students with trauma history: Offer alternative arm positions if self -hug feels
uncomfortable (hands on heart, hands folded in lap); never force eyes closed
For students uncomfortable with touch: Can place hands gently on heart instead of hugging;
focus on warm feelings without physical embrace
For advanced students: "What would your comfort blanket look like? What color? What
does it smell like? Make it real in your mind."
Connection to Purple Zone:
"Comfort Breath is one of Shelly the Seashell's friends! When you're in Purple Zone feeling
sad or needing comfort, you now have TWO breathing techniques: Spiral Breath or Comfort
Breath. You can choose which one your heart needs!"
────────────────────────────────────────────────────────
TECHNIQUE 2: GENTLE BREATHING (5 -6 minutes)
[Display Gentle Breathing poster. Use very soft, slow movements.]
"Our next technique is called GENTLE BREATHING. Sometimes when we feel Purple Zone
feelings, everything feels too much. Sounds are too loud, lights are too bright, people are too
close. We just need everything to be soft and gentle. That's what this breath gives you —
pure gentleness."
Demonstration:
[Sit peacefully with soft posture]
"Gentle Breathing is the SOFTEST, most QUIET breath we have. There's barely any
movement at all:
1. Sit comfortably with your hands resting gently in your lap or on your knees
2. Let your shoulders drop down —release any tension
3. Soften your face —relax your forehead, your jaw, your mouth
4. Breathe IN very gently through your nose for just 3 counts —like you're smelling a flower
without disturbing its petals
5. HOLD that gentle breath for 3 counts —stay very still and soft
6. Breathe OUT even more gently through your nose (not your mouth this time!) for 5
counts —like you're breathing onto a butterfly wing without making it flutter
7. Rest for 2 counts —notice how quiet and peaceful you feel inside"
[Demonstrate with almost no visible movement —just peace]
"Gentle Breathing is special because there's no big movements, no intensity, no effort.
Everything is soft, slow, and easy. You're being as gentle with yourself as you would be with
a tiny baby animal."
Verbal Cue: "Soft as a feather, light as air, gentle breathing, tender care"
Group Practice: 3 rounds
"Everyone settle into a comfortable position. Let your body be soft —shoulders down, face
relaxed.
We're going to breathe SO gently that someone watching might not even notice. This is just
for you.
Ready? Let's practice being gentle:
Round 1: Hands resting softly... Face relaxed... Breathe IN gently through your nose... like
smelling a flower... 1, 2, 3... HOLD softly... 1, 2, 3... Breathe OUT gently through your nose...
like breathing on a butterfly... 1, 2, 3, 4, 5... Rest... 1, 2. Feel how gentle that was.
[Speak very softly and slowly. Allow silence.]
Round 2: Again... Soften everything... IN gently... 1, 2, 3... HOLD... 1, 2, 3... OUT gently... 1, 2, 3,
4, 5... Rest... 1, 2. You're being so gentle with yourself.
Round 3: One more gentle breath... IN... 1, 2, 3... HOLD... 1, 2, 3... OUT... 1, 2, 3, 4, 5... Rest... 1,
2. Perfect. That's what gentleness feels like."
When to Use:
"Use Gentle Breathing when you feel:
- Overwhelmed by everything around you
- Like you need quiet and softness
- Fragile or delicate inside
- Too sensitive to noise or activity
- Like you just need to be very, very calm
Gentle Breathing helps by making everything SOFT —your breathing, your body, your
feelings. It's like wrapping yourself in the softest cloud. Nothing is rough or harsh —just
gentle, gentle, gentle."
Differentiation:
For emerging learners: Count out loud for them in whisper voice; they just focus on
matching the breathing
For students with anxiety: This technique can be particularly soothing; emphasize the
control and predictability
For students who struggle with stillness: Can add very slow, gentle hand movements (like
touching fingertips together softly)
For advanced students: "Can you make your breath even softer? So soft it makes no sound
at all?"
Connection to Purple Zone:
"Gentle Breathing is another one of Shelly the Seashell's friends! Now you have THREE
Purple Zone techniques: Spiral Breath, Comfort Breath, and Gentle Breathing!"
────────────────────────────────────────────────────────
TECHNIQUE 3: SHELL BREATH (5 -6 minutes)
[Display Shell Breath poster. Have a real seashell to show if possible.]
"Our last new technique today is called SHELL BREATH! Has anyone ever seen a hermit
crab? When it feels scared or needs to be safe, what does it do?"
[Students respond: goes into its shell, hides]
"Yes! It goes deep into its shell where nothing can hurt it. The shell is like a little safe house
that goes everywhere with the crab. Shell Breath teaches you that YOU have an invisible
shell too —a safe space you can go into whenever you need protection."
Demonstration:
[Demonstrate a protective, curled posture that's comfortable, not collapsed]
"Watch how Shell Breath works:
1. Sit and make yourself a little smaller —not collapsed, but gently curled, like you're
creating a cozy shell around yourself
2. You can hug your knees, or curl your shoulders forward slightly, or just sit with your
arms wrapped around your middle —whatever feels like a protective shell to you
3. Close your eyes if that feels safe
4. Imagine you're inside a beautiful, strong seashell —you can see its pearl color inside, and
its walls are thick and protective
5. Breathe IN deeply through your nose for 4 counts —as you breathe in, imagine your shell
getting stronger and more protective
6. HOLD for 3 counts —feel how safe you are inside your shell. Nothing can reach you here.
7. Breathe OUT slowly through your mouth for 6 counts —release any worry or fear outside
your shell
8. Rest for 2 counts —stay in your safe shell as long as you need"
[Demonstrate with a sense of protection and peace]
"The beautiful thing about your shell is that it's YOURS. You can go into it whenever you
need safety, and you can come out whenever you're ready. You're in control of your safe
space."
Verbal Cue: "In my shell, safe and sound, peace inside, all around"
Group Practice: 3 rounds
"Everyone find a way to make yourself feel protected —maybe hug your knees, wrap your
arms around yourself, curl forward gently. Create your shell.
Ready? Let's practice going into our safe shells:
Round 1: Feel your shell around you... Imagine its strong, beautiful walls... Breathe IN... your
shell gets stronger... 1, 2, 3, 4... HOLD... you are completely safe... 1, 2, 3... Breathe OUT... let
worries go outside the shell... 1, 2, 3, 4, 5, 6... Rest in your safety... 1, 2. Nothing can hurt you
here.
[Maintain protective, safe energy. Never rush.]
Round 2: Again, feel that shell... Breathe IN... stronger walls... 1, 2, 3, 4... HOLD... safe space...
1, 2, 3... Breathe OUT... worries float away... 1, 2, 3, 4, 5, 6... Rest... 1, 2. Your shell protects
you.
Round 3: One more time in your safe shell... IN... 1, 2, 3, 4... HOLD... completely safe... 1, 2, 3...
OUT... 1, 2, 3, 4, 5, 6... Rest... 1, 2. Beautiful. When you're ready, slowly come out of your shell.
You can go back in anytime you need to."
When to Use:
"Use Shell Breath when you feel:
- Scared or frightened
- Like you need to hide or get away
- Unsafe or worried about being hurt
- Too exposed or vulnerable
- Like you need a break from everything
Shell Breath helps by creating a SAFE SPACE inside your mind and body. Even if you can't
leave the room or situation, you can go into your shell. It's your safe place that no one else
can enter. You control when you go in and when you come out."
Differentiation:
For emerging learners: Focus on the physical shell position; skip complex visualization
For students with trauma history: VERY IMPORTANT —emphasize control ("You decide
when to go in, when to come out"); never force the curled position; allow students to create
their shell in whatever way feels safe
For students who dislike enclosed feelings: Can imagine a shell that's open on top "like a big
seashell bowl that protects you but you can still see out"
For advanced students: "What does the inside of your shell look like? What color? What's
the texture? Make it real and beautiful."
Connection to Purple Zone:
"Shell Breath is Shelly the Seashell's third friend! Now you know FOUR Purple Zone
breathing techniques:
1. Spiral Breath (thinking and calming)
2. Comfort Breath (warmth and hugs)
3. Gentle Breathing (pure softness)
4. Shell Breath (safe protection)
Wow! You have so many ways to take care of yourself when you feel Purple Zone feelings!"
────────────────────────────────────────────────────────
PART 3: PRACTICE ALL FOUR PURPLE ZONE TECHNIQUES (3 -5 minutes)
Purpose: Help students experience all four techniques and understand their different
qualities
Guided Practice Script:
"You did beautiful work today, friends. You learned three new ways to comfort and protect
yourself. Let's practice all FOUR Purple Zone breathing techniques so you remember them.
I'll call out a technique. When I do, get into position for that breath and do it ONE time. Take
your time —Purple Zone breaths are never rushed."
[Call out techniques slowly, giving students time to transition]
"Spiral Breath"
[Students trace spirals, breathe gently]
"Comfort Breath"
[Students hug themselves, breathe in warmth]
"Gentle Breathing"
[Students soften completely, breathe like a feather]
"Shell Breath"
[Students curl protectively, breathe in their safe shell]
"Beautiful. Your body now knows FOUR different ways to comfort yourself. Each one feels a
little different, and that's perfect —because different Purple Zone moments need different
kinds of care."
Quick Reflection Activity:
"Let's think about when you might use each one. Close your eyes and listen:
Imagine you're at school and you really miss your mom or dad. Which Purple Zone breath
might help?"
[Students might suggest: Comfort Breath or Shell Breath]
"Good thinking! Comfort Breath gives you that hug feeling when you miss someone.
Now imagine everything around you feels too loud and too much. Which breath?"
[Students suggest: Gentle Breathing]
"Perfect! Gentle Breathing makes everything soft when the world feels harsh.
Imagine you feel scared about something new. Which breath?"
[Students suggest: Shell Breath or Spiral Breath]
"Yes! Shell Breath protects you, and Spiral Breath reminds you the scared feeling will pass!
You're learning to match the right breath to the right feeling. That's beautiful self -
awareness!"
────────────────────────────────────────────────────────
PART 4: CLOSING (2 minutes)
Closing Script:
"Friends, I'm so proud of how you practiced taking care of yourselves today. Purple Zone
feelings can be hard —sadness, worry, loneliness, fear. But now you have FOUR different
ways to bring yourself comfort and safety, all by yourself, anytime you need it.
Let's remember what you now know:
Blue Zone: Manta Glide Breath (1 technique so far)
Yellow Zone: Sparkle Breath (1 technique so far)
Purple Zone: Spiral Breath, Comfort Breath, Gentle Breathing, AND Shell Breath (FOUR
techniques!)
Red Zone: Claw Reset, Anchor Drop, Storm Wave, AND Boil Down (FOUR techniques!)
[Use fingers to count]
"That's TEN breathing techniques you've learned! You're more than halfway to knowing all
sixteen! Students who master all 16 techniques have comprehensive emotional regulation
skills.
Remember: It's okay to feel Purple Zone feelings. Everyone does. And now you know how to
comfort yourself when those feelings come. You have the power to help yourself feel safe
and cared for."
Emotional Safety Reminder:
"One more important thing: If you ever feel Purple Zone feelings that are very big or last a
very long time, it's okay to ask a grown -up for help. These breathing techniques are
wonderful tools, but sometimes we also need other people's help. Both things are okay —
helping yourself AND asking for help."
Home Connection:
"Tonight, teach your family Shell Breath. Show them your safe shell and how you can feel
protected inside it. Maybe practice it together before bed!"
────────────────────────────────────────────────────────
ASSESSMENT CHECKPOINTS
Check for Understanding:
Can students demonstrate all three new techniques with appropriate gentleness?
Do students understand WHEN each technique might be useful?
Can students name all four Purple Zone techniques?
Do students show understanding that Purple Zone feelings are okay and normal?
Red Flags to Address:
Student seems emotionally activated by Purple Zone discussion: Offer immediate comfort;
redirect to breathing practice; check in privately later
Student resists self -comfort techniques: Validate preference for external comfort;
emphasize these are "bonus tools, not replacements for hugs from people you love"
Student uses Shell Breath to completely withdraw/dissociate: Gently guide back: "Beautiful
shell! Now let's slowly come back out and join our friends"
Student shares trauma during practice: Respond with validation, appropriate boundaries,
and follow up with counselor
────────────────────────────────────────────────────────
DIFFERENTIATION NOTES
For Students with Trauma History:
All Purple Zone techniques can be deeply healing OR triggering —proceed with extra care
ALWAYS emphasize student control and choice
Never force protective postures or eye closing
Watch for freeze responses (may look calm but be dissociated)
Offer grounding statements: "You're safe here in our classroom. We're all breathing
together."
For Students with Anxiety:
These techniques can be particularly helpful for worry and fear
Gentle Breathing provides control and predictability
Shell Breath offers retreat without actual escape
Practice techniques during calm moments first, before using in anxiety
For Students with Attachment Issues:
Comfort Breath may bring up feelings about lack of comfort at home —provide extra
support
Emphasize: "You deserve comfort. You can give it to yourself AND receive it from safe
grown -ups"
Be available for extra connection after this lesson
For Emerging Learners:
Focus on one technique at a time over several days
Use simple language: "Hug breath!" "Soft breath!" "Shell breath!"
Model extensively; practice repeatedly
Physical props help (blanket for comfort, shell for Shell Breath)
For Advanced Learners:
Encourage metacognition: "Which technique did your body need today? How did you
know?"
Journal about Purple Zone feelings and which techniques help
Create personal comfort plans using the techniques
Teach techniques to younger students or family members
────────────────────────────────────────────────────────
Connections To Other Weeks
Week 3 Connection: Builds on Spiral Breath foundation
Week 4 Connection: Contrasts Red Zone intensity with Purple Zone gentleness This week
introduces three extended Red Zone techniques for intense emotions.
Week 6 Connection: Students will learn Yellow Zone extended techniques (joyful energy)
Week 7 -8 Connection: Students will learn Blue Zone extended techniques (calm focus)
Week 9+ Connection: Students apply all 16 techniques to real scenarios and personal
regulation plans
────────────────────────────────────────────────────────
Teacher Self -Care Note
Teaching Purple Zone techniques can be emotionally tender. Students may share vulnerable
feelings or experiences. Remember:
You're teaching self -regulation skills, not providing therapy Students with access to all 16
breathing techniques have a comprehensive self -regulation toolkit.
It's okay to feel moved by students' openness
Validate feelings without taking on the emotional weight
Know your reporting requirements and resources
Take care of yourself after this lesson —practice Gentle Breathing!
═══════════════════════════════════════════════════════
═
4.5 Week 5: Mood Matching — Connecting Emotions
TO CONTEXT
[This week's full lesson plan was already completed earlier in the document - see
Component 2, merged template example. I'll provide brief summary here and continue with
Week 6.]
Week 5 Summary:
Students match real -life scenarios to sea friends and zones
Learn that specific situations trigger specific emotions
Understand that different people may respond differently to same situation
Practice identifying which tools (breathing, swatches) would help in various scenarios
Featured breath: Manny's Manta Glide Breath (review)
Key Activities:
Scenario sorting game (physical movement to zones)
Mood match worksheet (differentiated by level)
Discussion of "mixed feelings" (Dual -Zone Crabby introduced as advanced concept)
Assessment Focus:
Can student match scenario to appropriate emotion/zone?
Does student recognize personal emotional patterns?
Can student identify helpful tools for various scenarios?
═══════════════════════════════════════════════════════
4.6B Week 6 Supplemental: Breathing Expansion — Yellow Zone Techniques
This week adds three extended Yellow Zone techniques for calming and organizing high energy.
Supplemental Learning Objective: Students will learn three additional Yellow Zone
breathing techniques (Spiral Breath, Bubble Breath, Melting Breath), understanding
how to calm and organize joyful or wiggly energy in productive, safe ways.
Purpose: Help students experience the range of Yellow Zone techniques from energetic to
gentle
Guided Practice Script:
"Amazing work, Sunshine Stars! You just learned three new ways to work with your Yellow
Zone energy! Let's practice all FOUR Yellow Zone breathing techniques so you can feel the
differences.
I'm going to call out a technique. When I do, get ready and do that breath ONE time. Notice
how each one feels different!"
[Call out techniques, giving students time to complete each]
"Spiral Breath!"
[Students trace gentle spirals in the air, breathing slowly with the spiral]
"Bubble Breath!"
[Students blow one gentle bubble and watch it float]
"Melting Breath!"
[Students slowly "melt" their shoulders and muscles while exhaling]
"Slow-Mo Breath!"
[Students practice breathing in strong slow motion]
"Excellent! Did you notice how different they all felt? Some helped you gently calm excited
energy, some helped you soften your body, and some helped you slow everything way down.
They're all Yellow Zone, but they help you work with high energy in different ways!"
Energy Comparison Activity:
"Let's think about WHEN you'd use each Yellow Zone breath:
Imagine it's your birthday and you just opened the BEST present ever! Which breath?"
[Students might suggest: a favorite Green or Yellow breath!]
"YES! You can use your favorite breath even in big, exciting happy moments —breathing helps
you stay in control of your joy!"
Now imagine you just finished recess and you need to come inside for reading time. You're
still happy but you need to calm down. Which breath?"
[Students suggest: Bubble Breath or Spiral Breath]
"Perfect! Bubble Breath helps you transition from big energy to gentle, focused energy, and Spiral
Breath helps you organize your thoughts as you slow down.
Now imagine it's the middle of the afternoon and you're feeling sleepy but you want to pay
attention. Which breath?"
[Students suggest: Manta Glide Breath or another favorite energizing breath]
"Exactly! Your breathing tools can either calm you down or gently wake you up when you need
more focus!
You're learning to match the breath to the feeling and situation. That's excellent self -
awareness!"
────────────────────────────────────────────────────────
PART 4: CLOSING (2 minutes)
Closing Script:
"Superstars, you did AMAZING work today! Yellow Zone feelings are wonderful feelings, and
now you have FOUR different ways to work with your happy, energized feelings in healthy
ways!
Let's celebrate what you now know:
Blue Zone: Manta Glide Breath (1 technique so far —more coming!)
Yellow Zone: Spiral Breath, Bubble Breath, Melting Breath, AND Slow-Mo Breath
(FOUR techniques!)
Purple Zone: Comfort Breath, Gentle Breathing, AND Shell Breath (THREE
techniques so far!)
Red Zone: Claw Reset, Anchor Drop, Storm Wave, AND Boil Down (FOUR techniques!)
[Count on fingers with enthusiasm]
"That's THIRTEEN breathing techniques! You know THIRTEEN different ways to work with
your feelings! You're becoming breathing EXPERTS!
Remember: Being happy and excited is WONDERFUL. We never want to take away your joy.
These techniques help you CHANNEL that amazing energy so you can stay safe, focused, and
in control while still feeling all that happiness!"
Important Reminder:
"Yellow Zone energy is contagious —when you're happy, it helps other people feel happy
too! So use your Yellow Zone breathing techniques to keep your joy shining, and share that
positive energy with everyone around you!"
Home Connection:
"Tonight, teach your family Bubble Breath! Blow invisible bubbles together. You can even
use real bubbles if you have them! Show them how breathing can be fun AND helpful!"
────────────────────────────────────────────────────────
ASSESSMENT CHECKPOINTS
Check for Understanding:
Can students demonstrate all three new techniques with appropriate energy levels?
Do students understand the RANGE of Yellow Zone techniques (energetic to gentle)?
Can students name all four Yellow Zone techniques?
Can students identify WHEN to use each Yellow Zone technique?
Red Flags to Address:
Student gets TOO energized during a big celebratory breath: Redirect to Bubble Breath or Spiral Breath;
practice controlled celebration and calming.
Student can't regulate excitement during lesson: Offer Bubble Breath as a tool; validate their
energy while teaching control
Student says they never feel Yellow Zone: Validate; explore what happiness looks like for
them; offer techniques for any positive feelings
Student uses techniques to avoid tasks: Gently redirect: "Breathing is a tool to help us, not
avoid what we need to do"
────────────────────────────────────────────────────────
DIFFERENTIATION NOTES
For Students with ADHD:
Yellow Zone techniques can be particularly engaging and useful
Spiral Breath and Slow-Mo Breath provide structured movement and strong body awareness
Bubble Breath teaches breath control in a fun, non -boring way
...
For Students with Anxiety:
Bubble Breath is excellent for worry —each bubble carries worry away
Spiral Breath can shift mood from anxious to more organized and focused
For Students with Sensory Needs:
Melting Breath provides proprioceptive input through slow, heavy \"melting\" movements
Students can pair any breath with simple stretches or movements as appropriate
Bubble Breath can be done with real bubbles for visual/tactile feedback
For Emerging Learners:
Use real bubbles to teach Bubble Breath —makes abstract concrete
Practice techniques with music or songs
Use simple language: "Celebrate breath!" "Sun stretch!" "Bubble breath!"
Visual demonstrations are crucial
For Advanced Learners:
Encourage metacognition: "Which technique matches your energy right now?"
Create Yellow Zone breathing routines for different parts of the day
Teach techniques to younger students
Journal about when each technique works best
────────────────────────────────────────────────────────
Connections To Other Weeks
Week 3 Connection: Builds on Sparkle Breath foundation
Week 4 Connection: Contrasts energetic Yellow Zone with intense Red Zone This week
introduces three extended Red Zone techniques for intense emotions.
Week 5 Connection: Contrasts joyful Yellow Zone with vulnerable Purple Zone Students
learn three extended Purple Zone techniques for comfort and safety.
Week 7 -8 Connection: Students will learn Blue Zone extended techniques (calm focus)
Week 9+ Connection: Students apply all 16 techniques to daily routines and transitions
────────────────────────────────────────────────────────
Teacher Energy Note
Teaching Yellow Zone techniques should feel FUN and ENERGIZING for you too! This is the
most playful, joyful part of the breathing curriculum.
Tips for teaching Yellow Zone:
Bring your own positive energy —model enthusiasm!
It’s okay to get a little loud and silly during big celebratory moments —then model how to bring energy back down with Bubble Breath or Spiral Breath.
Use upbeat language and big gestures
Celebrate student participation enthusiastically
Match your energy to the technique (big for Celebration, gentle for Bubble)
═══════════════════════════════════════════════════════
═
4.7 Weeks 7 -8 Supplemental: Breathing Expansion — Blue Zone Techniques
Supplemental Learning Objective: Students will learn three additional Blue Zone
breathing techniques (Peaceful Wave, Deep Sea Breath, Jellyfish Float), completing their
mastery of all 16 breathing techniques across the full emotional spectrum.
SEL Competency Focus:
Primary: Self -Management (mastering complete toolkit of 16 regulation strategies)
Secondary: Self -Awareness (understanding subtle differences in calm states)
Materials Needed:
Print from Calm Connections Printable Resources Folder:
Extended_Breathing_Techniques/Blue_Zone_Poster_Set.pdf
Extended_Breathing_Techniques/Peaceful_Wave_Demo_Card.pdf
Extended_Breathing_Techniques/Deep_Sea_Breath_Demo_Card.pdf
Extended_Breathing_Techniques/Jellyfish_Float_Demo_Card.pdf
Extended_Breathing_Techniques/All_16_Techniques_Master_Poster.pdf
Weekly_Materials/Week_7/Breathing_Mastery_Certificate.pdf
Physical Materials:
All 4 character cards (focus on Manny the Manta Ray)
Blue Zone poster
Manta Glide Breath poster (Week 3 foundation technique)
New Blue Zone extended technique posters
All 16 breathing technique posters displayed together
Student journals
Optional: Blue fabric/scarves for wave movements, ocean sounds, dim lights for deep sea
atmosphere
Setup Preparation:
Display ALL 16 breathing technique posters together as a complete collection
Have Manta Glide Breath poster (Week 3 foundation) prominently displayed
Add three new Blue Zone technique posters
Create a calm, peaceful teaching environment (consider ocean sounds, dimmed lights)
Have Manny the Manta Ray character card displayed with honor —this is his special lesson
Review all three new techniques yourself before teaching
Prepare celebration/completion activity for mastering all 16 techniques
Lesson Duration: 30 -35 minutes (this is a special milestone lesson)
Alternative Split:
Day 1: Review Manta Glide + Teach Peaceful Wave & Deep Sea Breath (18 min)
Day 2: Teach Jellyfish Float + Celebrate mastery of all 16 techniques (17 min)
TEACHING NOTE: This lesson is a MILESTONE —students are completing their learning
of all 16 breathing techniques! Blue Zone techniques should feel deeply CALMING,
PEACEFUL, and GROUNDING. Use a gentle, slow voice. Create a serene atmosphere.
Celebrate this achievement with students. These techniques represent the foundation of
emotional regulation —the ability to self -soothe and return to calm.
────────────────────────────────────────────────────────
LESSON FLOW
────────────────────────────────────────────────────────
PART 1: OPENING & MILESTONE RECOGNITION (7 minutes)
Purpose: Honor students' learning journey; review Manta Glide Breath; introduce
completion of 16 -technique toolkit
Opening Script:
[Gather students in a calm circle. Speak with warmth and pride. Display Manny the Manta
Ray card and Blue Zone poster. Have all 16 technique posters visible.]
"Good morning, ocean explorers. Today is a very special day. Do you know why?"
[Pause for responses]
"Today, you're going to learn the LAST three breathing techniques! When we finish today's
lesson, you will know ALL SIXTEEN breathing techniques —one of the most complete
toolkits any student can have for understanding and managing emotions!" Students who
master all 16 techniques have comprehensive emotional regulation skills.
[Gesture to all 16 posters displayed]
"Let's think about your journey. Several weeks ago, you learned your four FOUNDATION
breathing techniques —one for each sea friend:
Manny's Manta Glide Breath
Stella's Sparkle Breath
Shelly the Seashell's Spiral Breath
Crabby's Claw Reset Breath
Then, you learned THREE more techniques for Red Zone —Crabby's friends who help with
big, intense feelings.
Then, THREE more for Purple Zone —Shelly the Seashell's friends who bring comfort and
safety.
Then, THREE more for Yellow Zone —Stella's friends who help with joyful, energized
feelings.
And today, you'll learn the final THREE techniques for Blue Zone —Manny's friends who
bring calm, peace, and focus."
[Count on fingers: 4 + 3 + 3 + 3 + 3 = 16]
"Let's remember Manny's foundation breath together. This is where it all began —with
learning to be calm and peaceful."
[Lead students through one round of Manta Glide Breath, slowly and peacefully]
"Arms wide like manta fins... Breathe IN slowly... 1, 2, 3... Hold... Breathe OUT gently... 1, 2, 3,
4, 5... Arms glide down. Beautiful calm."
[Pause in the peaceful moment]
"Manta Glide Breath is wonderful, and it's the foundation. But today you'll learn that Blue
Zone calm can feel different at different times. Sometimes you need peaceful, gentle calm.
Sometimes you need deep, heavy calm. Sometimes you need floating, light calm. That's why
Manny has THREE friends to help —one for each kind of Blue Zone feeling."
Discussion Prompts:
"When do you feel like Manny the Manta Ray? When do you want to feel calm?"
[Accept responses: before bed, during tests, when worried, after being upset, when things
are too loud]
"All of those are perfect Blue Zone moments! And now you'll have FOUR different ways to
create calm."
"Why do you think we saved Blue Zone for last?"
[Guide discussion: Blue Zone is the goal —it's where we want to return; it's peaceful and
safe; it's the foundation]
"Exactly! Blue Zone is like home base. No matter where your emotions go —Red, Yellow, or
Purple —you can always use breathing to come back to Blue Zone calm. That's why learning
ALL the Blue Zone techniques is so important. You're learning to find your way home to
peace."
Recognition Moment:
"Before we learn these final three techniques, I want to recognize how much you've learned.
You started knowing ZERO breathing techniques. Over these weeks, you've learned
THIRTEEN techniques already. That's amazing growth! Today, you become MASTERS of
breathing —knowing all sixteen techniques. That's something to be very proud of!"
────────────────────────────────────────────────────────
PART 2: TEACHING FINAL BLUE ZONE TECHNIQUES (18 -20 minutes)
────────────────────────────────────────────────────────
TECHNIQUE 1: PEACEFUL WAVE (6 -7 minutes)
[Display Peaceful Wave poster. Use gentle, flowing movements. Consider playing soft ocean
sounds.]
"Our first new Blue Zone technique is called PEACEFUL WAVE. Have you ever sat by the
ocean and watched gentle waves come in and out? Not big crashing waves —gentle, soft
waves that rock you peacefully? That's what this breath feels like. It's like being rocked by
the most peaceful, gentle ocean in the world."
Demonstration:
[Sit or stand with gentle, flowing posture]
"Peaceful Wave uses gentle movement to help your body feel calm and rhythmic:
1. Sit comfortably or stand with relaxed posture
2. Place your hands on your belly or let them rest in your lap
3. Close your eyes if that feels peaceful, or gaze softly downward
4. Imagine you're sitting by a calm ocean, watching gentle waves
5. Breathe IN slowly through your nose for 4 counts —imagine a gentle wave coming toward
shore
6. As you breathe in, you can gently rock forward slightly (like a wave rolling in)
7. HOLD softly for 2 counts —the wave reaches the shore
8. Breathe OUT slowly through your nose for 6 counts —imagine the wave gently rolling
back out to sea
9. As you breathe out, gently rock backward slightly (like the wave retreating)
10. Repeat this gentle rocking rhythm with your breath —in and forward, out and backward,
like peaceful waves"
[Demonstrate with very gentle, almost imperceptible rocking —this is subtle, not big
movements] Peaceful Wave provides gentle rhythmic comfort.
"The key to Peaceful Wave is the RHYTHM. Your breath and gentle movement create a
peaceful, rocking rhythm that calms your whole body. It's like the ocean is rocking you to
sleep."
Verbal Cue: "Wave rolls in, wave rolls out, peaceful rhythm, calm throughout" Peaceful
Wave provides gentle rhythmic comfort.
Group Practice: 5 rounds
"Everyone get comfortable —sitting or standing, whatever feels most peaceful. If you're
sitting, you can rock very gently. If standing, you can sway just a tiny bit. Very small
movements —this is all about being gentle.
Close your eyes or look down softly. Imagine sitting by a calm ocean.
Ready? Let's create peaceful waves together:
Round 1: Breathe IN slowly... gentle wave rolling in... 1, 2, 3, 4... rock forward softly... HOLD...
wave reaches shore... 1, 2... Breathe OUT gently... wave rolling back out... 1, 2, 3, 4, 5, 6... rock
back softly. Feel that peaceful rhythm?
[Use the softest, most soothing voice. Speak slowly.]
Round 2: Another gentle wave... IN... rolling in... 1, 2, 3, 4... forward... HOLD... 1, 2... OUT...
rolling out... 1, 2, 3, 4, 5, 6... back. So peaceful.
Round 3: Wave in... breathe... 1, 2, 3, 4... HOLD... 1, 2... Wave out... breathe... 1, 2, 3, 4, 5, 6...
Peaceful rocking.
Round 4: IN... 1, 2, 3, 4... HOLD... 1, 2... OUT... 1, 2, 3, 4, 5, 6... Like the ocean rocking you.
Peaceful Wave provides gentle rhythmic comfort.
Round 5: One more peaceful wave... IN... 1, 2, 3, 4... HOLD... 1, 2... OUT... 1, 2, 3, 4, 5, 6...
Perfect. Slowly open your eyes. Notice how calm and peaceful you feel."
When to Use:
"Use Peaceful Wave when you feel:
- Restless or fidgety but need to calm down
- Anxious or worried and need rhythmic comfort
- Overstimulated and need gentle, repetitive calming
- Like you want to fall asleep or rest deeply
- Need to transition from activity to calm
Peaceful Wave helps by creating a gentle, repetitive rhythm that your body can follow. The
rocking motion is naturally calming —it's what helps babies fall asleep! The rhythm tells
your body: it's safe, it's peaceful, you can relax. Your nervous system settles into the gentle
pattern."
Differentiation:
For emerging learners: Can focus just on the breathing rhythm; movement is optional
For students with motor challenges: Can imagine the rocking without physical movement;
the breath rhythm alone is calming
For students with vestibular sensitivities: Keep rocking movements VERY small or eliminate
entirely; focus on breath
For students with trauma history: Rocking can be soothing OR triggering —offer as choice;
never force Peaceful Wave provides gentle rhythmic comfort.
For advanced students: "Match your rocking to your heartbeat. Can you slow your heart
rate down by slowing your peaceful waves?"
Connection to Blue Zone:
"Peaceful Wave is one of Manny's friends! When you're in Blue Zone and want to feel calm,
peaceful, and gently rocked, you now have TWO breathing techniques: Manta Glide Breath
or Peaceful Wave!"
────────────────────────────────────────────────────────
TECHNIQUE 2: DEEP SEA BREATH (6 -7 minutes)
[Display Deep Sea Breath poster. Consider dimming lights. Use very deep, slow voice.]
"Our next technique is called DEEP SEA BREATH. Imagine diving deep, deep down into the
ocean —deeper than the waves, deeper than the sunlight reaches. Down in the deep sea,
everything is dark, quiet, still, and completely calm. The pressure of all that water above you
makes you feel heavy and grounded. That's what this breath creates —deep, heavy,
complete calm."
Demonstration:
[Sit with very grounded, heavy posture. Speak slowly and deeply.]
"Deep Sea Breath is the HEAVIEST, most GROUNDING calm breath we have:
1. Sit comfortably with your back supported and feet firmly on the floor
2. Let your body feel HEAVY —like you're sinking down, down, down into the ocean floor
3. Place one hand on your belly, one on your chest —feel the weight of your hands
4. Close your eyes and imagine you're diving deeper and deeper into the ocean
5. Breathe IN very deeply and slowly through your nose for 5 counts —imagine breathing in
the heavy, calm water
6. As you breathe in, feel yourself getting HEAVIER, sinking deeper
7. HOLD that heavy breath for 4 counts —you've reached the deep, still ocean floor
8. Breathe OUT very slowly through your mouth for 7 counts —release into complete
stillness and peace
9. Rest for 3 counts in the deep, quiet darkness —everything is still and calm
10. With each breath, feel yourself going deeper and feeling heavier, more grounded, more
completely calm"
[Demonstrate with genuine sense of depth, weight, and stillness]
"The magic of Deep Sea Breath is the WEIGHT and DEPTH. This isn't light, gentle calm —this
is DEEP, HEAVY, COMPLETE calm. It's for when you need to feel fully grounded and still."
Verbal Cue: "Dive down deep, heavy and still, ocean floor calm, peaceful and real"
Group Practice: 4 rounds
"Everyone sit comfortably. Feet on the floor. Feel your chair supporting you. Hands on belly
and chest —feel their weight.
Close your eyes. We're going to dive deep into the ocean —deeper than you've ever gone
before.
Ready? Let's dive into deep sea calm:
Round 1: Breathe IN deeply and slowly... diving down... 1, 2, 3, 4, 5... feel yourself getting
heavier... HOLD at the bottom... deep ocean floor... 1, 2, 3, 4... Breathe OUT slowly... complete
stillness... 1, 2, 3, 4, 5, 6, 7... Rest in the deep quiet... 1, 2, 3. Everything is still and calm.
[Speak with deep, slow, grounding energy. Long pauses between instructions.]
Round 2: Dive deeper... IN... 1, 2, 3, 4, 5... heavier... HOLD... 1, 2, 3, 4... OUT... 1, 2, 3, 4, 5, 6, 7...
Rest... 1, 2, 3. So deep, so still.
Round 3: Even deeper now... IN... 1, 2, 3, 4, 5... sinking down... HOLD... 1, 2, 3, 4... OUT... 1, 2, 3,
4, 5, 6, 7... Rest... 1, 2, 3. Complete calm.
Round 4: Final dive to the deepest ocean floor... IN... 1, 2, 3, 4, 5... HOLD... 1, 2, 3, 4... OUT... 1,
2, 3, 4, 5, 6, 7... Rest... 1, 2, 3. Perfect stillness.
Slowly... very slowly... come back up to the surface. Open your eyes gently. Notice how heavy
and calm your body feels."
When to Use:
"Use Deep Sea Breath when you feel:
- Very anxious or panicked and need deep grounding
- Overwhelmed and need to feel HEAVY and still
- Racing thoughts and need complete quiet
- After intense Red Zone feelings, need to deeply calm down
- Before sleep when mind won't stop
- Dissociated or 'floaty' and need to feel solid and present
Deep Sea Breath helps by using the power of WEIGHT and DEPTH to ground you. When
everything feels chaotic, light, or out of control, this breath makes you HEAVY, GROUNDED,
and STILL. The long exhale calms your nervous system. The depth imagery quiets your
mind. You become like the ocean floor —unmoving, peaceful, deeply calm."
Differentiation:
For emerging learners: Focus on the slow, deep breathing; skip complex deep sea
visualization
For students with anxiety: This technique can be VERY effective for panic —practice during
calm times first
For students with trauma history: Deep, heavy feelings can be grounding OR triggering;
monitor carefully; offer choice
For students who feel "trapped" by deep imagery: Can modify to "roots growing deep into
earth" instead of ocean depth
For advanced students: "How deep can you go? Can you find complete stillness inside?"
Connection to Blue Zone:
"Deep Sea Breath is another one of Manny's friends! Now you have THREE Blue Zone
techniques: Manta Glide, Peaceful Wave, and Deep Sea Breath!"
────────────────────────────────────────────────────────
TECHNIQUE 3: JELLYFISH FLOAT (6 -7 minutes)
[Display Jellyfish Float poster. Use light, floating quality in voice and movements.]
"Our final new technique —and the LAST of all 16 breathing techniques —is called
JELLYFISH FLOAT! Have you ever watched a jellyfish? They float so peacefully, drifting
gently through the water with no effort at all. They're soft, relaxed, and completely at ease.
Jellyfish Float teaches your body how to be THAT relaxed —floating, soft, and effortless."
Demonstration:
[Demonstrate with very relaxed, loose posture —the opposite of tense]
"Jellyfish Float is about complete RELAXATION —letting go of all tension:
1. Sit or lie down in the most comfortable position possible
2. Let every muscle in your body go SOFT —like a jellyfish with no bones
3. Close your eyes and imagine you're a jellyfish floating peacefully in calm water
4. Breathe IN gently through your nose for 4 counts —imagine water flowing through you,
no resistance
5. HOLD softly for 2 counts —you're suspended, floating, weightless
6. Breathe OUT gently through your mouth for 6 counts —let every bit of tension flow out of
your body
7. As you breathe out, intentionally RELAX one part of your body: your shoulders, your jaw,
your hands, your belly —scan for tension and let it go
8. Rest for 2 counts, floating peacefully
9. With each breath, relax MORE —become softer, more floating, more like a peaceful
jellyfish"
[Demonstrate with genuinely relaxed body —shoulders down, face soft, hands loose]
"The secret of Jellyfish Float is finding and releasing TENSION. Most of us hold tension
without even knowing it. This breath teaches you to scan your body, find the tight spots, and
let them go —float away like a jellyfish."
Verbal Cue: "Soft and floating, tension free, peaceful jellyfish, that is me"
Group Practice: 6 rounds (one for each major body part)
"Everyone get very comfortable. If you can lie down, that's perfect. If not, sit as comfortably
as possible.
Let your whole body go soft. Imagine you're a jellyfish —no bones, no tension, just soft
floating.
Ready? Let's float into complete relaxation:
Round 1 - Shoulders: Breathe IN gently... 1, 2, 3, 4... HOLD... floating... 1, 2... Breathe OUT... let
your SHOULDERS relax... 1, 2, 3, 4, 5, 6... Rest... 1, 2. Feel your shoulders drop down.
[Use an extremely gentle, slow, peaceful voice]
Round 2 - Face: IN... 1, 2, 3, 4... HOLD... 1, 2... OUT... relax your FACE —your forehead, your
jaw, your eyes... 1, 2, 3, 4, 5, 6... Rest... 1, 2. Let your face be soft.
Round 3 - Arms: IN... 1, 2, 3, 4... HOLD... 1, 2... OUT... let your ARMS go soft and heavy... 1, 2, 3,
4, 5, 6... Rest... 1, 2. Arms like soft jellyfish tentacles.
Round 4 - Belly: IN... 1, 2, 3, 4... HOLD... 1, 2... OUT... soften your BELLY —let it be completely
relaxed... 1, 2, 3, 4, 5, 6... Rest... 1, 2. Soft belly, no tension.
Round 5 - Legs: IN... 1, 2, 3, 4... HOLD... 1, 2... OUT... relax your LEGS completely... 1, 2, 3, 4, 5,
6... Rest... 1, 2. Heavy, soft legs.
Round 6 - Whole Body: IN... 1, 2, 3, 4... HOLD... 1, 2... OUT... your WHOLE BODY is soft,
relaxed, floating like a peaceful jellyfish... 1, 2, 3, 4, 5, 6... Rest... 1, 2.
Perfect. You are completely relaxed. Soft and floating. When you're ready —no rush —slowly
open your eyes. Notice how different your body feels."
When to Use:
"Use Jellyfish Float when you feel:
- Tense, tight, or stressed
- Need to relax before sleep
- Physically tired from holding tension
- After exercise or physical activity
- Anxious and holding tension in your body
- Need complete rest and recovery
Jellyfish Float helps by teaching you to NOTICE tension and RELEASE it. Many people hold
tension all day without realizing it —tight shoulders, clenched jaw, tight belly. This breath
teaches you to scan your body, find where you're holding stress, and let it go. You become
soft, relaxed, and peacefully floating —just like a jellyfish."
Differentiation:
For emerging learners: Can practice with just 2 -3 body parts; teacher can touch
shoulders/arms gently to help them notice tension
For students with body awareness challenges: Teacher can guide: "Squeeze your shoulders
UP tight —now let them DROP and relax"
For students with trauma history: Body scanning can be triggering for some —offer option
to keep awareness in "safe" areas only
For students who fall asleep: That's okay! Jellyfish Float is very relaxing; can be used for rest
time
For advanced students: "Can you find tension in places you didn't know were tight? Can you
relax muscles you didn't know were tense?"
Connection to Blue Zone:
"Jellyfish Float is Manny's final friend! Now you know ALL FOUR Blue Zone breathing
techniques:
1. Manta Glide Breath (foundation —slow, wide, peaceful)
2. Peaceful Wave (gentle rocking rhythm)
3. Deep Sea Breath (heavy, grounded, deep calm)
4. Jellyfish Float (soft, relaxed, tension release)
And that means... you now know ALL SIXTEEN breathing techniques! YOU DID IT!" Students
who master all 16 techniques have comprehensive emotional regulation skills.
────────────────────────────────────────────────────────
PART 3: CELEBRATE MASTERY OF ALL 16 TECHNIQUES (5 -7 minutes)
Purpose: Honor students' achievement; review all 16 techniques; empower students as
breathing masters
Celebration Script:
[Gather students. Display all 16 technique posters. Speak with genuine pride and joy.]
"Ocean explorers... BREATHING MASTERS... I am so incredibly proud of you! Do you realize
what you just accomplished?"
[Pause dramatically]
"You now know SIXTEEN different breathing techniques! SIXTEEN! That's more than most
adults know! Let's count them together and celebrate each one:"
[Point to each poster as you count]
"BLUE ZONE - Manny's Techniques:
1. Manta Glide Breath ✓
2. Peaceful Wave ✓
3. Deep Sea Breath ✓
4. Jellyfish Float ✓
YELLOW ZONE - Shelly the Seashell's Techniques:
5. Spiral Breath ✓
6. Bubble Breath ✓
7. Melting Breath ✓
8. Slow-Mo Breath ✓
PURPLE ZONE - Additional Comfort Techniques:
9. Comfort Breath ✓
10. Gentle Breathing ✓
12. Shell Breath ✓
RED ZONE - Crabby's Techniques:
13. Claw Reset Breath ✓
13. Claw Reset Breath ✓
14. Anchor Drop ✓
15. Storm Wave ✓
16. Boil Down ✓"
[Big celebration gesture]
"SIXTEEN TECHNIQUES! You are now MASTERS of breathing! This is an enormous
accomplishment!"
Quick Review Game:
"Let's play a quick game to celebrate your knowledge. I'll describe a feeling or situation, and
you call out which breathing technique might help. Ready?
Situation 1: You're SO proud because you got an A on your test!"
[Students call out: a favorite Green or Yellow breath!]
"YES!
Situation 2: You're feeling worried and need to feel safe."
[Students: Shell Breath, Comfort Breath, Spiral Breath]
"Perfect!
Situation 3: You're exhausted and your body is so tense."
[Students: Jellyfish Float, Deep Sea Breath]
"Exactly!
Situation 4: You feel like you're going to explode with anger."
[Students: Storm Wave, Claw Reset, Anchor Drop]
"You've got it! You know exactly which breath to use for every situation!"
Empowerment Message:
"Here's what's amazing: You now have SIXTEEN different tools to help yourself feel better.
No matter what emotion you feel —happy, sad, angry, worried, calm, excited, scared —you
have breathing techniques that can help.
You don't have to wait for a grown -up.
You don't have to feel stuck in big emotions.
You have the POWER to help yourself.
That's what makes you breathing masters —you have the knowledge AND the tools to take
care of your own emotions!"
Certificate Moment (if using):
"To celebrate this achievement, you're each receiving a Breathing Master Certificate. This
shows that you've learned all sixteen breathing techniques. You should be very, very
proud!"
[Distribute certificates if available]
────────────────────────────────────────────────────────
PART 4: CLOSING & LOOKING FORWARD (2 -3 minutes)
Closing Script:
"Breathing masters, this is a milestone in your learning journey. But here's the beautiful
part: learning the techniques was just the BEGINNING.
Over the next weeks, you'll practice USING these sixteen techniques in real situations. You'll
discover which ones work best for YOU. You'll get faster at choosing the right breath for the
right moment. You'll teach these techniques to your family and friends.
Learning to breathe is learning to take care of yourself. And you now know SIXTEEN
different ways to do that. Carry these techniques with you everywhere —they're always
available, always ready to help.
Remember: Breathing is your superpower. And you're now masters of that superpower!"
Home Connection:
"Tonight, teach your family ALL THREE new Blue Zone techniques: Peaceful Wave, Deep Sea
Breath, and Jellyfish Float. Show them how you can create calm in three different ways.
Practice together as a family —maybe before bed!"
Looking Ahead:
"In our upcoming weeks, we'll practice using all sixteen techniques in different situations.
You'll become experts at knowing which breath you need and when. Your breathing toolkit
is complete —now it's time to use it every day!" Students who master all 16 techniques have
comprehensive emotional regulation skills.
────────────────────────────────────────────────────────
ASSESSMENT CHECKPOINTS
Check for Understanding:
Can students demonstrate all three new Blue Zone techniques with appropriate calm
energy?
Do students understand the DIFFERENCES between the three Blue Zone techniques
(rhythmic vs. heavy vs. relaxed)? Peaceful Wave provides gentle rhythmic comfort.
Can students name all four Blue Zone techniques?
Can students recognize they've now learned ALL 16 techniques?
Red Flags to Address:
Student seems bored or disengaged: Validate that Blue Zone is "less exciting" than other
zones; emphasize importance of calm
Student struggles to relax during Jellyfish Float: Some students resist relaxation —don't
force; offer as option
Student becomes overly relaxed/sleepy: That's okay! Jellyfish Float is very calming; can be
used for rest periods
Student doesn't recognize their achievement: Explicitly celebrate and point out their growth
────────────────────────────────────────────────────────
DIFFERENTIATION NOTES
For Students with ADHD:
Blue Zone techniques can be challenging (less stimulating than other zones)
Peaceful Wave's rhythm may help maintain engagement
Deep Sea Breath's counting structure provides focus
Jellyfish Float may work better at end of day when naturally tired Close with Jellyfish Float
for complete relaxation or Peaceful Wave for gentle transition home.
For Students with Anxiety:
ALL Blue Zone techniques are highly beneficial for anxiety
Deep Sea Breath is particularly effective for panic attacks
Peaceful Wave provides rhythmic comfort
Jellyfish Float releases physical tension from anxiety
For Students with Trauma History:
Blue Zone techniques are generally safe but monitor for dissociation
Jellyfish Float's body scanning may be triggering —offer choice
Deep Sea Breath's "heaviness" can be grounding OR overwhelming
Always emphasize control and choice
For Emerging Learners:
Focus on one technique at a time over multiple days
Use simple language: "Wave breath!" "Deep breath!" "Soft breath!"
Physical demonstrations are crucial
Practice, practice, practice —mastery comes with repetition
For Advanced Learners:
Encourage experimentation: "Which Blue Zone technique creates the deepest calm for
YOU?"
Create personal calm -down plans using multiple Blue Zone techniques
Teach techniques to younger students or family members
Journal about which techniques work best in which situations
────────────────────────────────────────────────────────
Connections To Other Weeks & Curriculum
Week 3 Connection: Completes the breathing toolkit begun with four foundation techniques
Week 4 -6 Connections: Students now have complete set of all extended techniques for every
zone
Week 9+ Connection: Students will apply all 16 techniques to real classroom scenarios,
create personal regulation plans, and practice choosing appropriate techniques
Year -Long Connection: These 16 breathing techniques become the foundation for all
emotional regulation throughout the school year
────────────────────────────────────────────────────────
Teacher Reflection Note
You've just completed teaching all 16 breathing techniques to your students. This is a
significant pedagogical accomplishment!
Take a moment to appreciate:
Your students now have a complete, comprehensive emotional regulation toolkit
You've taught sophisticated SEL skills in accessible, engaging ways
Your students can now self -regulate across the full emotional spectrum
You've given students a gift they'll carry for life
This is meaningful, life -changing education. Celebrate this milestone with your students!
Remember: Teaching breathing is ongoing —students will continue practicing and
mastering these techniques throughout the year. The learning doesn't stop here; it deepens.
═══════════════════════════════════════════════════════
Take a moment after this lesson to notice YOUR Yellow Zone feelings —teaching joy is joyful!
═══════════════════════════════════════════════════════
═
4.6 Week 6: Emotional Transitions — Learning To
SHIFT FEELINGS
Learning Objective: Students will identify personal emotional triggers, recognize when
they're transitioning between zones, and practice using breathing and sensory strategies to
intentionally shift emotional states.
SEL Competency Focus:
Primary: Self -Management (transitioning between emotional zones with tools)
Secondary: Self -Awareness (recognizing triggers and early warning signs)
🧰 Materials Needed:
Print from Calm Connections Printable Resources Folder:
Weekly_Materials/Week_6/Mood_Shift_Worksheet_Emerging.pdf
Weekly_Materials/Week_6/Mood_Shift_Worksheet_Developing.pdf
Weekly_Materials/Week_6/Mood_Shift_Worksheet_Advanced.pdf
Weekly_Materials/Week_6/Transition_Visual_Poster.pdf (Crabby→Manny pathway)
Weekly_Materials/Week_6/My_Triggers_Worksheet.pdf
Weekly_Materials/Week_6/Family_Take_Home_Week6.pdf
Physical Materials:
Character cards (especially Crabby and Manny)
Zone posters
Breathing posters (all 4)
Sensory swatches
Transition poster (large format showing: Crabby → Tools → Time → Manny)
Student journals
Timer (for demonstrating "time" component)
Setup Preparation:
Create or display large visual: RED CRABBY → (Claw Reset Breath + Calm Corner + Safe
Adult + TIME) → BLUE MANNY
Have all regulation tools visible (breathing posters, swatches, Calm Corner supplies)
Prepare role -play scenarios
Set up timer for demonstration
Lesson Duration: 40 minutes (critical lesson —take time needed)
Alternative:
Day 1: Teach transitions, role -play (25 min)
Day 2: Personal triggers, worksheet, practice (15 min)
LESSON FLOW
PART 1: OPENING CIRCLE (7 minutes)
Purpose: Introduce concept of emotional transitions as normal and manageable
📖 Opening Script:
[Gather students. Display Crabby card and Manny card side by side.]
"Welcome back, emotion explorers! Today we're learning about something REALLY
powerful: How to move from one feeling to another.
Look at these two friends. [Point to Crabby] Crabby is in red zone —frustrated, angry, feeling
like everything is TOO MUCH.
[Point to Manny] And Manny is in blue zone —calm, peaceful, ready to learn.
Here's a question: Can you go from feeling like Crabby to feeling like Manny?
[Students respond: Yes!]
YES! You absolutely can! But here's the thing most people don't understand: It doesn't
happen instantly. It takes TOOLS and it takes TIME.
[Display transition visual poster]
Let me show you what it looks like:
RED ZONE (Crabby) ↓ Use TOOLS (Claw Reset Breath breath, swatch, Calm Corner, talk to
adult) ↓ Give it TIME (Your body needs time to calm down —usually 5 -10 minutes) ↓ BLUE
ZONE (Manny)
You CAN move from Crabby to Manny. But it's a JOURNEY. It doesn't happen in 10 seconds.
Let me tell you a story about a time I felt like Crabby...
[Share brief personal example]:
'Last week, I was driving to school and someone cut me off in traffic. I felt SO CRABBY! My
hands gripped the steering wheel tight, my face felt hot, and I wanted to honk my horn and
yell!
But I know that staying in Crabby zone isn't safe for driving. So I used my tools:
First, I did Claw Reset Breath —squeezed the steering wheel tight, then released
Then I did Manta Glide Breath breaths —slow, deep breathing
I gave myself TIME —I didn't expect to feel calm instantly
By the time I got to school, I had moved from Crabby to Manny! It worked! But it took tools
AND time.'
That's what we're learning today —how YOU can move from one zone to another when you
need to."
🗣️ Discussion Prompts:
"Has anyone ever felt REALLY ANGRY (Crabby) and then later felt CALM (Manny)? How did
that happen?"
[Allow 2 -3 responses]
[Validate]: "Yes! Time passed, maybe someone helped you, maybe you used a tool!"
"Why do you think it takes TIME to move from Crabby to Manny? Why can't we just snap
our fingers and feel calm?"
[Guide toward understanding]: "Our bodies have chemicals and energy that need time to
change. Our hearts are beating fast, our muscles are tight —that doesn't change instantly!"
"What are some things that might help you move from Crabby to Manny?"
[Chart responses]: Breathing, counting, squeezing something, talking to someone, taking
space, etc.
Differentiation:
Younger students: Simplify to "You CAN go from mad to calm, but it takes time and help"
Students with trauma: Emphasize safety: "Adults will help you. You're not alone."
Advanced students: "Can you think of a time you moved from Stella to Crabby? Or Shelly the
Seashell to Manny? We can transition between ANY zones!"
PART 2: CORE ACTIVITY (25 minutes)
Activity A: Teaching the Crabby -to-Manny Pathway (10 minutes)
This is THE most important teaching of the entire program.
Setup: Display large transition visual where all can see. Have timer, swatches, and breathing
posters ready.
Instructions:
"Let's learn the steps for moving from Crabby to Manny. I'm going to teach you, then we'll
PRACTICE together.
STEP 1: NOTICE You're in Crabby Zone
The first step is NOTICING. What does Crabby zone feel like in your body?
[Have students share or demonstrate]:
Tight muscles
Clenched fists
Hot face
Fast breathing
Wanting to hit or throw
'When you notice these signs, you can say to yourself or an adult: I'm in Crabby zone. I need
tools.'
That's HUGE! Just noticing is the first step!
STEP 2: CHOOSE a TOOL
Now you need to pick a tool. We've learned lots of tools! Which one will help?
[Point to options]:
Claw Reset Breath - Squeeze and release Sensory Swatch - Hold something textured
Calm Corner - Take space alone Safe Adult - Talk to teacher or counselor
Sometimes you need just ONE tool. Sometimes you need TWO or THREE tools together!
Example: You might do Claw Reset Breath breath AND hold a scratchy swatch AND sit in
Calm Corner. That's okay! Use what you need!
STEP 3: Give it TIME
[Hold up timer]
This is SO important: Your body needs TIME to calm down!
Usually it takes about 5 -10 minutes to move from Crabby to Manny. Sometimes more,
sometimes less —everyone is different.
[Set timer for 5 minutes so students can see it]
While this timer ticks, your body is working hard:
Your heart is slowing down
Your muscles are relaxing
Your breathing is getting slower
The angry chemicals in your body are going away
You can't rush this! Your body needs time!
STEP 4: ARRIVE at Manny Zone
Eventually —maybe 5 minutes, maybe 10, maybe 15 —you'll notice:
Your body feels less tight
Your breathing is slower
You can think more clearly
You feel more calm
That's when you know: I moved from Crabby to Manny! I did it!
[Display full transition poster again]:
RED (Crabby) → TOOLS + TIME → BLUE (Manny)
You have the power to move between zones. It's not magic —it's using your tools and giving
your body time!"
Activity B: Role -Play Practice (10 minutes)
Setup: Choose 2 -3 scenarios to act out as a class. Demonstrate full transition pathway.
Scenario 1: Lost Game
Teacher narrates while demonstrating:
"Imagine: We're playing a board game, and I really wanted to win. But I lost! Someone else
won instead of me.
[Act out Crabby]: Oh no! I feel my body getting tight! [Clench fists] My face feels hot! I want
to flip the game board over! I'm in CRABBY ZONE!
NOTICE: I'm in Crabby zone. My body is telling me!
TOOL: What tool should I use? [Ask students] Yes! Claw Reset Breath! [Do 3 rounds of Claw
Reset Breath]
I'm also going to take SPACE. [Move to Calm Corner area] And I'll hold this scratchy swatch.
[Hold swatch]
TIME: Now I need to give my body time. Let's set the timer for 5 minutes. [Set timer;
continue role -play]
[While timer runs, narrate]: My breathing is starting to slow down... My fists are opening...
I'm feeling a little better... The anger is getting smaller...
[Timer beeps]
MANNY ZONE: Look! I made it to Manny! I feel calm now. I'm still a little disappointed that I
lost, but I'm not angry anymore. I can go back to playing with my friends.
I moved from Crabby to Manny using tools and time!"
Scenario 2: Someone Takes Your Toy (Student volunteer demonstrates with teacher
support)
[Choose confident student volunteer]
Teacher: "Okay, [Student], imagine someone just took your favorite toy without asking.
Show me Crabby zone with your body!"
[Student shows tense body, maybe angry face]
Teacher: "Good! You're showing Crabby! Now, what do you NOTICE in your body?"
[Student responds: "My hands are tight" or shows clenched fists]
Teacher: "Yes! You noticed! That's step one! Now, which TOOL do you want to use?"
[Student chooses —maybe Claw Reset Breath or swatch]
Teacher: "Great choice! Let's do it together."
[Guide student through chosen tool —if Claw Reset Breath, do 5 rounds together]
Teacher: "Now we need TIME. Let's count to 30 slowly together while your body calms
down."
[Count together slowly; have student notice body changes]
Teacher: "How does your body feel now? Still Crabby or moving toward Manny?"
[Student reports —likely moving toward Manny]
Teacher: "You did it! You moved from Crabby toward Manny! Let's give [Student] a round of
applause for using tools!"
[Class celebrates]
Scenario 3: Unexpected Schedule Change (Whole -class participation)
Teacher: "Everyone stand up! We're ALL going to practice together.
Imagine: You thought we were going to have P. E. today, but the teacher just said 'No P. E.
today —we're doing extra math instead.'
How would you feel? [Students respond: "Crabby!" "Mad!"]
Right! Let's ALL show Crabby zone with our bodies!
[Whole class demonstrates Crabby: tight fists, tense faces]
Good! Now —what do we NOTICE?
[Students call out]: "Tight muscles!" "Want to yell!"
Yes! Now, which TOOL should we ALL use together? Let's vote:
Claw Reset Breath? [count hands]
Manta Glide Breath? [count hands]
Claw Reset Breath wins! Everyone ready?
[Lead whole class through 5 rounds of Claw Reset Breath]
Now we need TIME. Let's do Manta Glide Breath breaths slowly —3 rounds.
[Lead 3 Manta Glide Breath breaths]
Check your body now. Are you moving from Crabby toward Manny?
[Students check in]
Look at that! The whole class moved from Crabby to Manny together! You used your tools,
you gave it time, and it worked!"
Teaching Points During Role -Play:
Normalize the feeling: "It's OKAY to feel Crabby! The feeling isn't the problem. The problem
is if we hurt someone or break something while Crabby."
Emphasize choice: "YOU choose your tool. Different tools work for different people!"
Be realistic about time: "Five minutes can feel like FOREVER when you're angry. That's
normal! Your body just needs that time."
Celebrate successful transitions: "You did it! You moved zones! That's a SKILL!" Use
Use a favorite celebratory breath (such as Sparkle Breath) to acknowledge accomplishments with appropriate energy and joy.
Note that Crabby might not fully disappear: "You might not feel 100% Manny —maybe 70%
Manny. That's okay! You're calmer than before, and that's progress!"
Activity C: Mood Shift Worksheet (5 minutes)
Transition Script:
"Now you're going to think about YOUR OWN emotional transitions. When do YOU feel like
Crabby? What tools help YOU move to Manny?"
[Distribute differentiated worksheets]
Emerging Learner Worksheet:
Format: Visual pathway with pictures
Task: Circle or color the tools that help you move from Crabby to Manny
Layout:
RED CRABBY
↓
Which tools help you?
[picture of breathing] [picture of swatch]
[picture of Calm Corner] [picture of adult]
Circle the ones that help you!
↓
BLUE MANNY
```
Support:
- "Which tool helps YOU when you're angry? Circle it!"
- Accept pointing instead of circling
- Adult can mark choices for student
- Validate all choices: "Great! Breathing helps you!"
---
Developing Learner Worksheet:
Format: Transition pathway to complete
Layout:
```
Mood Shift Tracker
When I feel like CRABBY (angry, frustrated),
my body feels: ___________________
(Example: tight, hot, tense)
The tool I will try first is:
□ Claw Reset Breath
□ Sensory Swatch
□ Calm Corner
□ Talk to adult
□ Other: ____________
How long I need (circle one):
2 minutes 5 minutes 10 minutes More
Then I will feel more like MANNY (calm).
Something that helps me is:
_________________________________
```
Support:
- Read options aloud
- "Have you tried these before? Which one worked?"
- Encourage honesty: "It's okay to say you need 15 minutes! Everyone is different!"
---
Advanced Learner Worksheet:
Format: Personal transition plan
Prompts:
1. **"Describe a specific time this week when you felt like
Crabby. What triggered the feeling?"**
2. **"What tools did you use (or wish you had used) to help
move back to Manny?"**
3. **"How long does it usually take YOU to move from
Crabby to Manny? Why do you think that is?"**
4. "Create your personal Crabby -to-Manny plan:"
- First, I will: _______________
- Then, I will: _______________
- If that doesn't work, I will: _______________
- I know I'm back to Manny when: _______________
5. **Challenge: "What's one zone transition that's HARDER
for you than Crabby -to-Manny? (Example: Shelly the
Seashell -to-Manny, Stella -to-Manny?) Why is it harder?"**
---
Worksheet Time: 5 minutes
---
PART 3: BREATHING PRACTICE (5 minutes)
Featured Breath: Claw Reset Breath (Crabby) → Manta Glide Breath (Manny) Sequence
Purpose: Practice transitioning between breaths as metaphor for transitioning between
zones
Transition Script:
"Now we're going to practice what we just learned —but with breathing!
We're going to start with Crabby's Claw Reset Breath to release any frustration or tension.
THEN we're going to transition to Manny's Manta Glide Breath to finish in calm.
This shows how we can use TWO breaths in a row to move from one zone to another!"
Sequential Breathing Practice:
Part 1: Crabby's Claw Reset Breath (3 rounds)
"Everyone make tight fists. We're starting in Crabby zone —holding tension.
Round 1: SQUEEZE! IN! HOLD... RELEASE! OUT!
Round 2: SQUEEZE! IN! HOLD... RELEASE! OUT!
Round 3: SQUEEZE! IN! HOLD... RELEASE! OUT!
Good! You released some of that Crabby tension!"
Part 2: Transition Moment (15 seconds)
"Now, shake out your hands. *[Demonstrate shaking hands loose]*
Notice: Your hands feel different now! They're not tight anymore. You're TRANSITIONING
from Crabby toward Manny.
Now we're going to finish the journey with Manny's breath."
Part 3: Manny's Manta Glide Breath (3 rounds)
"Arms at your sides. Let's glide into Manny zone.
Round 1: Breathe IN... arms glide out... 1, 2, 3... Hold... Breathe OUT... 1, 2, 3, 4, 5...
Round 2: IN... glide... OUT... glide down...
Round 3: IN... glide... OUT... glide down...
Beautiful. You made it to Manny!"
Reflection Prompt:
"How does your body feel now compared to when we started?
At the beginning, you squeezed tight like Crabby. Now your body is relaxed like Manny. You
TRANSITIONED!
This is exactly what you can do in real life:
1. When you feel Crabby, use Claw Reset Breath to release
the anger
2. Then use Manta Glide Breath to finish calming down
3. You've moved from Crabby to Manny!
When might you need to use two breaths in a row like this?"
*[Allow responses: After fight with friend, when really frustrated with work, after getting in
trouble, etc.]*
Differentiation:
- Students who need more Crabby release: Do 5 rounds of Claw Reset Breath before
transitioning
- Students who are already calm: "Practice anyway so you know how to do it when
you need it!"
- Students with motor challenges: Adapt movements; focus on breath itself
---
PART 4: REFLECTION & JOURNALING (5 minutes)
Purpose: Personal awareness of triggers and successful transitions
Journal Prompt:
Write on board:
"A time I moved from _____ zone to _____ zone was when _____. What helped me was _____."
---
Emerging Learners:
Task: Draw two sea friends showing a transition
Support:
- "Draw yourself feeling like Crabby (angry)"
- "Draw yourself feeling like Manny (calm)"
- "Draw an arrow between them"
- Adult scribes: "[Student] moved from Crabby to Manny"
---
Developing Learners:
Task: Complete sentence frame about real transition
Examples:
- "A time I moved from red zone to blue zone was when **I got frustrated with
math but used Claw Reset Breath breath. What helped me was taking a break**."
- "I moved from Crabby to Manny by **talking to my teacher and using the Calm
Corner**."
Support:
- Prompt: "Think about today, this week, or even last week. When did you feel one way
and then feel different?"
- Validate all examples: "Yes! That's a transition!"
---
Advanced Learners:
Task: Detailed narrative of transition experience
Prompts:
1. "Write about a time you successfully moved from one
zone to another. What triggered the first feeling? What tools
did you use? How long did it take? How did you know you
had transitioned?"
2. "Write about a time you WANTED to transition but
couldn't (stayed stuck in red zone, for example). What made
it hard? What could help next time?"
3. Challenge: "Besides Crabby -to-Manny, what's
another important transition to practice? (Shelly the
Seashell -to-Manny? Stella -to-Manny?) Write a plan for that
transition."
---
Journaling Time: 5 minutes
Sharing (Optional):
"Who wants to share about a time they successfully moved zones?"
*[2-3 volunteers share stories of successful transitions]*
Affirming language:
- "That's emotional intelligence —knowing how to help yourself!"
- "You used your tools! That's exactly what we're learning!"
- "Thank you for sharing that vulnerable moment."
---
PART 5: CLOSING & HOME CONNECTION (3 minutes)
Closing Script:
"Transition experts, today you learned something HUGE:
You have the power to move from one zone to another.
Red Crabby doesn't last forever. Purple Shelly the Seashell doesn't last forever. You can use
your TOOLS and give yourself TIME, and you WILL move toward Manny.
Remember the pathway:
1. NOTICE which zone you're in
2. CHOOSE a tool (breathing, swatch, Calm Corner, talk to
adult)
3. Give it TIME (usually 5 -10 minutes)
4. ARRIVE at Manny zone (or closer to Manny!)
This is one of the most important life skills you'll ever learn. Adults use this too! I use this!
Everyone needs to know how to transition between feelings.
This week, practice your transitions:
- Notice when you move from one zone to another
- Pay attention to what helps
- Be patient with your body —it needs time!
Next week, we're going to start JOURNALING about our emotions more deeply. We'll draw
and write about our sea friends and how they show up in our lives!"
Critical Reminder for Students:
"One more thing: If you're in Crabby zone and the tools aren't working YET, that doesn't
mean they don't work! It just means:
- You might need MORE time
- You might need a DIFFERENT tool
- You might need HELP from an adult
Never give up! Your body WILL calm down eventually. I promise."
Send Home This Week:
1. Completed Mood Shift worksheet
2. Transition Visual (Crabby→Manny pathway to post at
home)
3. QR Demo Card: Claw Reset Breath (review)
4. Family Take -Home Letter
---
Calm Connections Home Connection — Week 6
Dear Families,
This week we learned about EMOTIONAL TRANSITIONS —how to move from one
feeling zone to another using tools and time!
The Big Concept:
Children (and adults!) CAN move from intense emotions like anger to calm —but it's a
PROCESS, not instant.
The Transition Pathway:
RED ZONE (Angry/Frustrated)
↓
USE TOOLS (breathing, sensory item, calm space, talk to adult)
↓
GIVE IT TIME (usually 5 -10 minutes for body to calm)
↓
BLUE ZONE (Calm/Ready)
Why This Matters:
Many children feel helpless when experiencing big emotions. They think: "I'm stuck feeling
this way forever!"
Teaching transitions gives them HOPE and TOOLS. They learn: "I feel really angry right now,
BUT I know what to do, and I know it won't last forever."
This Week at Home:
When Your Child Is Upset:
Instead of: "Calm down right now!"
Try: "You're in red zone. Let's use your tools and give your body time to calm down."
Then:
1. Help them choose a tool (breathing, holding something
soft, taking space)
2. Set a timer for 5 minutes
3. Stay nearby (your calm presence helps their nervous
system)
4. After 5 minutes, check in: "How does your body feel
now?"
Realistic Expectations:
- Transitions take TIME (5 -15 minutes is normal!)
- Sometimes one tool isn't enough (might need breathing AND space AND talking)
- Sometimes kids transition quickly; sometimes slowly (both are okay!)
- The goal isn't to never feel angry —it's to move THROUGH anger safely
Practice During Calm Times:
Role -play transitions when your child is regulated:
- "Pretend you're really mad. Show me with your body."
- "Now, which tool would help? Let's try it!"
- "How does your body feel after using the tool?"
Practicing when calm makes tools more accessible during real distress!
Important Note:
If your child frequently gets "stuck" in red zone for extended periods (30+ minutes) or
cannot be comforted by you, please let me know. We can problem -solve together or connect
with additional supports (counselor, OT, etc.).
Questions? Contact me at [teacher email]
You're doing great!
[Your name]
---
### Assessment Checkpoint
Week 6 Assessment Indicators:
□ Recognizes zone transitions
- Can identify when moving from one zone to another (either in self or in scenarios)
□ Names tools that help transitions
- Can list at least 2 tools that support moving from Crabby to Manny
□ Understands role of time
- Recognizes that transitions aren't instant; body needs time to change
□ Practices transition breathing sequence
- Can do Claw Reset Breath followed by Manta Glide Breath with prompting
Anecdotal Notes:
- Which students seemed to "get" this concept?
- Did any students share real experiences of successful transitions?
- Which students seem to struggle most with transitioning in real time?
- Did any student use transition language spontaneously during the day?
Critical Observation:
Week 6 is when you'll start seeing real -world application. Note which students BEGIN to use
tools before full escalation —this is huge growth!
---
### Extension Activities
1. Transition Timeline
- Create visual timeline of a transition (drawn on long paper strip)
- Label: "Start Crabby → Use tool → Wait (1 min, 2 min, 3 min...) → Reach Manny"
- Helps students visualize that time passes during transition
2. "Stuck or Moving?" Game
- Show scenarios
- Students identify: "Is this person STUCK in a zone, or MOVING to a different zone?"
- Discuss what makes someone "stuck" vs. successfully transitioning
3. Transition Buddy System
- Partner students
- When one is dysregulated, partner can: "Do you want me to do Claw Reset Breath with
you?"
- Practice supporting each other through transitions
4. Zone Transition Graphing (Math integration)
- Track class zones at 3 different times during one day
- Graph how many students transitioned between morning/afternoon/end of day Close
with Jellyfish Float for complete relaxation or Peaceful Wave for gentle transition home.
- Discuss: "Most of us moved from yellow to blue after recess. Why?"
5. Transition Success Stories
- Create "Wall of Wins"
- Students write/draw about times they successfully transitioned
- Celebrate: "Marcus moved from Crabby to Manny using Calm Corner!"
6. Obstacle Course for Transitions
- Physical activity: Set up stations representing zones
- Students move through: "Start at Crabby station (jump jacks), move to Tool station (do
breathing), move to Time station (wait 30 seconds), finish at Manny station (rest
quietly)"
- Makes abstract concept physical
---
### Additional Home Ideas
Visual Calm -Down Plan:
Create poster together at home:
```
When I feel CRABBY:
1. I will try: ____________
2. I need _____ minutes
3. Then I'll feel more like: MANNY!
Post in child's room
Transition Tracker: Each time child successfully transitions from upset to calm, add a
sticker to chart. Celebrate after 5 successful transitions! Use a favorite celebratory breath (such as Sparkle Breath) to
acknowledge accomplishments with appropriate energy and joy.
Family Transition Sharing: Parents share their OWN transitions:
"Today at work I felt Crabby when... I used this tool... After 10 minutes I felt Manny again!"
Normalizes for children; shows adults use same skills
📝 Educator Reflection
Real -World Application: Have I seen any students use transition language or tools
spontaneously this week?
Timing: Did students seem to understand the "time" component? Or do they still expect
instant calm?
Resistance: Did any students resist the idea that they can control their transitions? (Some
students hold belief that "I can't help it when I'm mad")
Safety: Did this lesson trigger any students who have trauma around anger or loss of
control?
Next Steps: Which students need MORE practice with transitions? Should I do a Week 6.5
reinforcement?
Personal Growth: How am I modeling transitions in my own emotional regulation in front of
students?
🎯 Connections To Other Weeks
Week 6 builds on:
Week 1: Character emotions
Week 2: Zone awareness
Week 3: Breathing as tool
Week 4: Swatches as tool
Week 5: Scenario awareness
Week 6 prepares for:
Week 7: Journaling will include reflection on transitions
Week 10: Calm Corner becomes THE place for transitions
All future weeks: Students will reference "moving zones" regularly
Critical Turning Point: Week 6 is when the program shifts from LEARNING about emotions
to MANAGING emotions. This is the empowerment week. Students realize: "I have control. I
can help myself."
If this concept doesn't land, consider:
Spending 2 weeks on transitions
Daily transition practice during real moments
Individual conversations with struggling students
Increased adult support during transitions
Printable Resources For Week 6:
- Mood Shift Worksheet - Emerging (visual pathway) ✓ Mood Shift Worksheet -
Developing (transition tracker) ✓ Mood Shift Worksheet - Advanced (personal plan) ✓
Transition Visual Poster (Crabby→Manny large format) ✓ My Triggers Worksheet
(identifying personal patterns) ✓ Family Take Home Letter Week 6 ✓ Transition Timer
Visual (showing 5 -10 minute timeframes)
4.7 Week 7: Emotional Journaling — Reflecting And
EXPRESSING
Learning Objective: Students will express emotions and regulation strategies through
multiple modalities (drawing, writing, storytelling, tactile expression), building
metacognitive awareness of their emotional growth and patterns.
SEL Competency Focus:
Primary: Self -Awareness (reflecting on emotional experiences and growth)
Secondary: Responsible Decision -Making (analyzing what strategies work best)
🧰 Materials Needed:
Print from Calm Connections Printable Resources Folder:
Weekly_Materials/Week_7/Journal_Page_Emerging.pdf
Weekly_Materials/Week_7/Journal_Page_Developing.pdf
Weekly_Materials/Week_7/Journal_Page_Advanced.pdf
Weekly_Materials/Week_7/3_Panel_Storyboard.pdf
Weekly_Materials/Week_7/Feelings_Gallery_Template.pdf
Weekly_Materials/Week_7/Family_Take_Home_Week7.pdf
Physical Materials:
Student journals (used throughout program)
All character cards
Zone posters
Sensory swatches (for tactile journaling option)
Colored pencils, crayons, markers
Stickers (character stickers, zone color stickers, texture stickers)
Glue sticks (for collage option)
Optional: Magazines for cutting images
Chart paper or bulletin board space for "Feelings Gallery"
Setup Preparation:
Review students' journals from previous weeks to see progress
Prepare examples of different journaling styles (visual, written, tactile)
Set up "Gallery" space on wall for displaying student work
Organize art supplies for easy access
Have journals from Weeks 1 -6 available for students to review
Lesson Duration: 40 minutes (extended for creative expression)
Alternative:
Day 1: Journal review & new expression techniques (20 min)
Day 2: Independent journaling & gallery creation (20 min)
LESSON FLOW
PART 1: OPENING CIRCLE (7 minutes)
Purpose: Celebrate journey so far; introduce journaling as valuable tool for emotional
expression and self -awareness
📖 Opening Script:
[Gather students in circle. Hold up your own journal or a sample student journal (with
permission)]
"Welcome back, emotion storytellers! Today is special. Today we're going to focus on
TELLING OUR STORIES about feelings.
For the past 6 weeks, you've been writing and drawing in your journals. Let's look back at
how far you've come!
[Hold up character cards one by one as you review]
Week 1: We met Manny, Stella, Shelly the Seashell, and
Crabby Week 2: We learned about zones and colors Week 3:
We learned FOUR breathing techniques Week 4: We
explored textures and swatches Week 5: We matched moods
to situations Week 6: We learned how to TRANSITION
between zones
That's SO MUCH learning! And you've been recording it all in your journals.
Today, we're going to use our journals in special ways. We're going to:
Look back at how we've grown
Express our feelings through art, words, and textures
Create a FEELINGS GALLERY to share our stories
Here's why journaling is so powerful:
[Speak thoughtfully]
When we write or draw about our feelings, something magical happens:
We understand them better - 'Oh! I always feel like Crabby when I'm hungry!'
We remember what helps - 'Last time I felt like Shelly the Seashell, talking to my teacher
helped'
We see our growth - 'I used to have Crabby feelings every day, but now it's only once in a
while!'
We share our stories - Our feelings connect us to other people
Your journal is YOUR emotional story. Nobody else has the same story as you. That makes it
special!
Today, you get to tell your story however you want:
Through pictures
Through words
Through colors
Through textures
Or all of those together!
There's no wrong way to journal. Your feelings are YOURS, and you get to express them
YOUR way."
🗣️ Discussion Prompts:
"When you look back at your journal from Week 1, how do you feel? Proud? Surprised?
Different?"
[Allow 2 -3 students to share]
[Validate]: "It IS surprising to see how much you've learned!"
"What's one thing you've learned about YOURSELF by keeping this journal?"
[Possible responses: "I learned I feel Crabby when I'm tired," "I learned breathing helps me,"
"I learned I feel like Shelly the Seashell a lot"]
[Affirm]: "That's self -awareness! You know yourself better now!"
"Is it easier to talk about feelings now compared to Week 1?"
[Most students will say yes]
"That's because we have LANGUAGE now! We have sea friends, zones, and tools. Language
makes feelings less scary!"
"If you could teach ONE thing from your journal to a friend who's never done Calm
Connections, what would you teach?"
[Allow sharing]
Differentiation for Opening:
Students who struggle with reflection: Show them their actual Week 1 journal page and
Week 6 page side -by-side: "Look at the difference!"
Non -verbal students: Flip through their journal together, pointing to favorite pages
Advanced students: "What's one thing you wish you'd known in Week 1 that you know
now?"
PART 2: CORE ACTIVITY (25 minutes)
Activity A: Journal Review & Reflection (8 minutes)
Setup:
Students get their journals from previous weeks
Display character cards, zone posters, and tools as memory prompts
Instructions:
"First, we're going to look back at our journals. Take 3 minutes to flip through your pages
from Weeks 1 -6.
As you look, think about:
Which sea friend shows up in your journal most often?
What's one moment you wrote about that you remember clearly?
Can you see any PATTERNS? (Do you always feel Crabby at the same time of day? Do you
always feel Shelly the Seashell on Mondays?)
[Give students 3 minutes to review independently]
[After 3 minutes, facilitate sharing]
Turn to a partner. Share:
One thing you noticed while looking back
One thing you're proud of from your journal
[Partners share for 2 minutes]
[Bring class back together]
Who wants to share something they noticed while reviewing their journal?
[Allow 3 -4 volunteers to share]
Affirming Responses:
"That's metacognition —thinking about your thinking!"
"You identified a pattern! That's data about yourself!"
"Thank you for sharing something personal from your journal."
Teaching Point:
"Your journals show your JOURNEY. You're not the same person you were in Week 1! You
have more tools now. You understand yourself better now. You can name your feelings now.
That's GROWTH. And growth is something to celebrate!"
Activity B: Creative Expression Workshop (17 minutes)
Transition Script:
"Now comes the creative part! You're going to create a new journal entry about your
emotional journey, but you get to choose HOW to express it.
I'm offering FOUR different journaling styles today. Listen to all four, then choose the one
that feels right for you!"
OPTION 1: VISUAL STORYBOARD (Emerging/Kinesthetic Learners)
Format: 3 -panel comic -style storyboard
Task: Draw a story about an emotional moment with beginning, middle, end
Template:
Panel 1: BEGINNING
Draw: What happened? Which sea friend did you feel like?
Panel 2: MIDDLE
Draw: What tool did you use? (breathing, swatch, Calm Corner)
Panel 3: END
Draw: Which sea friend do you feel like now?
```
Example:
- Panel 1: "I felt like Crabby when I lost the game" *[drawing of angry face]*
- Panel 2: "I used Claw Reset Breath breath" *[drawing of squeezing fists]*
- Panel 3: "Now I feel like Manny" *[drawing of calm face]*
Support:
- No writing required —purely visual
- Can use stickers instead of drawing
- Teacher/peer can add captions if student wants
---
OPTION 2: FEELINGS TIMELINE (Developing/Visual Learners)
Format: Timeline showing emotional journey through one day or one week
Task: Map different zones throughout a time period
Template:
```
My Feelings Timeline
Morning: I felt like _____ [character sticker]
During _____ [activity]: I felt like _____ [character sticker]
At lunch: I felt like _____ [character sticker]
Afternoon: I felt like _____ [character sticker]
End of day: I felt like _____ [character sticker]
Includes: Line connecting the feelings with notes about what caused changes
Support:
Sentence starters for transitions: "I moved from ___ to ___ because ___"
Color -code zones throughout day
Add small drawings or stickers
OPTION 3: REFLECTIVE LETTER (Advanced/Verbal Learners)
Format: Letter to self or to a sea friend
Task: Write reflective letter about emotional growth
Prompts:
Letter to Younger Self: "Dear Me from Week 1,
I want to tell you about what you're going to learn... The sea friend you'll feel like most is...
The breathing technique that will help you most is... Something that will surprise you is...
I'm proud of you for...
Love, Me from Week 7"
OR Letter to a Sea Friend: "Dear Crabby,
I used to be scared of you, but now I understand... You show up when... What helps me when
I feel like you is... I've learned that you're important because...
Thank you, [Student Name]"
Support:
Provide sentence starters
Allow drawing alongside writing
Scribe for students who want to dictate
OPTION 4: TACTILE COLLAGE (Sensory/Tactile Learners)
Format: Mixed -media journal page combining textures, colors, and images
Task: Create sensory representation of emotional experience
Includes:
Fabric swatches glued to represent different zones
Magazine images that represent feelings
Drawings or paintings
Texture rubbings (place paper over texture and rub with crayon)
3D elements (ribbon, buttons, anything meaningful)
Example:
Center of page: "This week's emotions"
Glue soft fabric: "This represents Manny moments"
Glue scratchy fabric: "This represents Crabby moments"
Add words or images around edges
Support:
Heavy emphasis on tactile exploration
Less emphasis on writing
Focus on sensory expression
Workshop Time: 15 minutes
[Students choose their journaling style and work independently or in small groups]
Teacher's Role:
Circulate and support
Ask open -ended questions: "Tell me about what you're creating"
Provide materials as needed
Take photos of work in progress (for documentation)
Notice and name effort: "I love how you're using textures to show Crabby feelings!"
For Students Who Finish Early: "Add details! More color, more texture, more words! Or start
planning what you'll share in our Feelings Gallery."
For Students Who Struggle to Start: Sit with them, offer guided questions:
"Think about yesterday. Which sea friend were you?"
"Just draw that sea friend. That's a perfect start!"
"Or choose one texture that represents this week and glue it down."
PART 3: BREATHING PRACTICE (4 minutes)
Featured Breath: Shelly's Spiral Breath
Purpose: Practice vulnerable, reflective breathing that matches journaling's introspective
nature
Transition Script:
"Creating and sharing our feelings can feel vulnerable —like Shelly the Seashell! Let's
practice Shelly's Spiral Breath to help us feel safe while we share our stories."
Breathing Demonstration:
[Trace spiral in air with finger]
"Shelly's Spiral Breath reminds us that feelings come in and go out, just like a spiral. When
we share our emotional stories, we're being brave —just like Shelly the Seashell peeking out
of her shell.
Let's practice together."
Guided Practice (3 rounds):
"Hold up one finger. Choose your spiral direction —inward or outward, whichever feels
safer to you.
Round 1: Breathe IN as you trace your spiral... slowly... Breathe OUT... You are safe.
Round 2: Trace your spiral... breathe deeply... Notice your body feeling safe and calm.
Round 3: One more spiral... one more deep breath... You are safe to share your story."
🗣️ Reflection Prompt:
"Journaling can feel scary sometimes —'What if someone judges my feelings?'
But remember: Your feelings are YOUR TRUTH. Nobody can tell you your feelings are
wrong.
Shelly's breath reminds us: It's okay to be vulnerable. It's brave to share. And you are safe."
Differentiation:
Students uncomfortable with vulnerability: "You can keep your journal private. Sharing is
optional."
Students who love sharing: "Get ready to share in our gallery!"
Students with anxiety about sharing: "You can show just ONE page, or show nothing at all.
Your choice."
PART 4: FEELINGS GALLERY SETUP (8 minutes)
Purpose: Create collaborative space celebrating emotional expression
Transition Script:
"Now we're going to create a FEELINGS GALLERY —like an art museum, but for emotions!
Some of you will choose to share your journal page in the gallery. Some of you will keep it
private. BOTH choices are perfect!"
Instructions:
For Students Who Want to Share: "Choose ONE page from today's work (or from previous
weeks) that you're proud of and willing to share.
Write your name on it (or keep it anonymous —your choice!).
We'll display it on our Feelings Gallery wall!"
For Students Who Want to Keep Private: "That's perfect! Your journal is YOURS. You can
keep it private. Instead, you can:
Draw a new picture just for the gallery (not personal)
Write one sentence about emotions to add
Or just enjoy looking at others' work!"
Gallery Setup:
[Students bring chosen work to designated wall/bulletin board] [Arrange like museum
gallery with space between pieces] [Optional: Create museum -style labels: "Title: _______
Artist: _______ Emotion: _______"]
Gallery Walk:
[After all work is displayed, do a silent gallery walk]
"Now we're going to walk through our gallery like we're in a real museum. Walk slowly,
look at each piece, notice the colors, the words, the textures.
As you walk, think:
What emotions do you see?
What do you have in common with this artist?
What do you appreciate about their work?"
[Students walk gallery for 3 minutes in silence or soft music]
Optional Sharing Circle:
[After gallery walk, sit back in circle]
"Would anyone like to share:
Something you noticed in someone else's work?
Something you want to say about your own work?
A connection you felt to someone's emotional story?"
[Invite 3 -5 volunteers to share appreciations]
Affirming Language:
"Thank you for being brave enough to share"
"I noticed how you used color to show your emotions —powerful!"
"Your story matters"
PART 5: CLOSING & HOME CONNECTION (3 minutes)
Closing Script:
"Emotion artists, look at what you've created! This gallery represents OUR classroom's
emotional journey. Every person here has feelings, uses tools, and grows.
Today you expressed your feelings through:
Pictures
Words
Timelines
Textures
Letters
All of these are valid ways to journal! You don't have to write to be a good journaler. You
just have to EXPRESS.
This week at home, keep journaling:
Draw how you feel each night before bed
Tell someone about your sea friend of the day
Notice patterns in your feelings
Remember: Your emotional story is unique and valuable. Keep telling it!
Next week, we're going to do something really fun: PUZZLE PLAY! We're going to put all the
pieces together —characters, zones, breathing, and tools —to see how they work together as
a complete system.
But for now, take a moment to appreciate YOUR growth. You're not the same person you
were in Week 1. You've GROWN. And I'm proud of you!"
Gallery Note:
"Our Feelings Gallery will stay up all week! You can visit it anytime. You can also add to it if
you create more journal pages this week!"
📬 Send Home This Week:
Photo of student's gallery contribution (if they shared one) OR their completed journal page
Blank journal templates for continued home journaling
QR Demo Card: Shelly's Spiral Breath (review)
Family Take -Home Letter
Calm Connections Home Connection — Week 7
Dear Families,
This week we focused on EMOTIONAL JOURNALING —expressing feelings through drawing,
writing, textures, and storytelling!
What We Did:
Reviewed journals from Weeks 1 -6 to see growth
Created new journal entries using different expression styles:
Visual storyboards
Feelings timelines
Reflective letters
Tactile collages
Built a "Feelings Gallery" celebrating emotional expression
Why Journaling Matters:
Journaling builds metacognition —the ability to think about our thinking and feel about our
feelings! When children journal about emotions, they:
Process difficult experiences
Recognize patterns ("I always feel Crabby when I'm hungry!")
Remember what strategies work
Build emotional vocabulary
See their own growth over time
This Week at Home:
Start a Simple Feelings Journal:
Option 1: Nightly Check -In Before bed, ask: "Which sea friend were you most like today?"
Child draws that sea friend or writes one sentence about it.
Option 2: Feelings Doodle Book Keep a small notebook accessible. Child can doodle their
feelings anytime —no words needed!
Option 3: Texture Journal Collect small fabric scraps. When child has big feelings, invite
them to choose a texture that matches and glue it in a notebook with the date.
Option 4: Voice Recording If writing/drawing is challenging, record your child talking about
their feelings! "Today I felt like Stella because..."
Important Reminders:
- Never force journaling - It should feel safe and optional ✓ Don't correct or judge -
There's no "wrong" way to journal about feelings ✓ Respect privacy - If child wants to
keep journal private, honor that ✓ Model it yourself - "I'm going to journal about my
feelings today too!"
When to Use Journaling:
After big emotional moments (once child is calm)
During quiet reflection time
When child is struggling to verbalize feelings
To celebrate positive emotional experiences
NOT during active distress (journal comes AFTER calming tools)
Attached:
Photo of your child's Feelings Gallery contribution (if they chose to share)
Blank journal templates for home use
Questions? Contact me at [teacher email]
Keep expressing! [Your name]
📈 Assessment Checkpoint
Week 7 Assessment Indicators:
□ Expresses emotions through chosen modality
Successfully creates journal entry using at least one expression method (visual, written,
tactile)
□ Reflects on emotional growth
Can identify at least one way they've changed since Week 1
□ Identifies emotional patterns
Recognizes patterns like "I feel Crabby when tired" or "Breathing helps me"
□ Demonstrates vulnerability or openness
Willing to share feelings through journaling (privately or publicly)
Anecdotal Notes:
Which expression style did students gravitate toward? (Visual vs. written vs. tactile?)
Which students showed significant emotional growth in their reflections?
Did any students share surprisingly vulnerable or honest entries?
Which students seem to have strong self -awareness based on journals?
Review Student Journals: Take time this week to read through each student's journal from
Weeks 1 -7. Note:
Vocabulary growth (are they using more specific emotion words?)
Tool use (are they mentioning using breaths/swatches independently?)
Self-awareness (are they recognizing personal patterns?)
Areas where individual students need more support
🌀 Extension Activities
1. Emotion Poetry
Write simple poems about sea friends
"Manny glides slow / Through the calm blue sea / That's how I feel / When I'm calm like he"
Display in gallery
2. Journal Swap (with permission)
Students exchange journals with trusted partner
Write encouraging note to each other: "I noticed you grew in..."
Builds empathy and connection
3. Feelings Gallery Tour
Students become "museum docents"
Take turns giving gallery tours to another class or to families during open house
Practice public speaking and emotional articulation
4. Growth Timeline
Create large classroom timeline: Week 1 → Week 7
Mark major learning moments
Add student quotes or observations at each week
"In Week 3 we learned ALL the breaths!"
5. Sea Friend Journaling Prompts Create cards with
journaling prompts for ongoing use:
"Write about a time Stella visited you this week"
"Draw what Crabby looks like in YOUR body"
"Write a letter to Shelly the Seashell when you feel worried"
6. Emotion Soundtrack
Students choose songs that represent each sea friend
Create class playlist
Play during journaling time
Discuss: "Why does this song feel like Stella?"
7. Digital Journaling (if technology available)
Take photos of emotional moments (facial expressions)
Create digital photo journal with captions
Or record video journal entries
🏠 Additional Home Ideas
Family Journaling Night: Once a week, whole family journals together:
Everyone draws their sea friend of the day
Share and discuss (optional)
Builds family emotional communication
Gratitude + Feelings Journal: Combine gratitude practice with feelings:
"Today I felt like ___ (sea friend)"
"I'm grateful for ___ (something that helped)"
Dialogue Journals: Child writes/draws in journal, parent responds with supportive note:
Child: "Today I felt Crabby when..."
Parent: "I'm sorry you felt frustrated. I'm proud of you for..."
Back and forth communication
Feelings Jar: Alternative to journaling:
Write feelings on small papers
Put in jar throughout week
Review together on weekend
📝 Educator Reflection
Vulnerability: Did students feel safe enough to share authentic emotions? What created that
safety (or what barriers existed)?
Expression Preferences: Which journaling style was most popular? Should I offer different
options more regularly?
Growth Visibility: When reviewing journals, which students showed most growth? Which
students seem stuck?
My Own Journaling: Did I share my own emotional journal entry? How did my vulnerability
impact students?
Gallery Impact: How did creating the public gallery affect students? Did it build community
or create pressure?
Accessibility: Were all students able to access journaling in a way that worked for them? Do
I need more differentiation options?
Next Steps: Based on journal reviews, which students need individual check -ins or
additional support?
🎯 Connections To Other Weeks
Week 7 builds on:
ALL previous weeks —this is a synthesis and reflection week
Journals from Weeks 1 -6 provide material for reflection
Week 7 prepares for:
Week 8: Puzzle play will integrate all learning (journaling
showed us what we've learned)
Week 11: Reflection week will revisit journaling for final
growth assessment
Ongoing: Journaling becomes continuous practice throughout rest of program
Sustainability Note: Encourage ongoing journaling beyond Week 7! Keep journal prompts
available daily:
"Morning journal: Which sea friend do you feel like today?"
"Afternoon journal: What tool did you use today?"
"End -of-day journal: What are you proud of today?"
Printable Resources For Week 7:
- Journal Page Template - Emerging (visual storyboard) ✓ Journal Page Template -
Developing (feelings timeline) ✓ Journal Page Template - Advanced (reflective letter
prompts) ✓ 3-Panel Storyboard (blank comic -style template) ✓ Feelings Gallery Labels
(museum -style placards) ✓ Journaling Prompt Cards (50+ prompts for ongoing use) ✓
Family Take Home Letter Week 7 ✓ Photo Documentation Sheet (for taking pictures of
student work)
4.8 Week 8: Puzzle Play — Integrating Emotional
TOOLS
Learning Objective: Students will integrate all learned components (characters, zones,
breathing, sensory tools) by creating and assembling a personal "emotion puzzle,"
understanding how all pieces work together for emotional regulation and well -being.
SEL Competency Focus:
Primary: Responsible Decision -Making (synthesizing multiple strategies)
Secondary: Self -Management (understanding complete regulation toolkit)
🧰 Materials Needed:
Print from Calm Connections Printable Resources Folder:
Weekly_Materials/Week_8/Puzzle_Reflection_Worksheet_Emerging.pdf
Weekly_Materials/Week_8/Puzzle_Reflection_Worksheet_Developing.pdf
Weekly_Materials/Week_8/Puzzle_Reflection_Worksheet_Advanced.pdf
Weekly_Materials/Week_8/Puzzle_Piece_Templates.pdf (4 -piece or 6 -piece options)
Weekly_Materials/Week_8/Puzzle_Assembly_Guide.pdf
Weekly_Materials/Week_8/Family_Take_Home_Week8.pdf
Physical Materials:
Blank puzzle templates (cardstock or foam puzzle blanks from craft store)
Markers, colored pencils, crayons
Character cards (all 4)
Zone posters
Breathing posters
Sensory swatches (for reference)
Scissors (for cutting puzzle pieces)
Glue sticks (for assembling)
Large poster board or bulletin board for class "Puzzle Mural"
Optional: Puzzle piece die -cuts or pre -cut foam pieces
Setup Preparation:
Print puzzle templates on heavy cardstock
Pre-cut puzzle pieces if students have motor challenges
Set up assembly station with all supplies
Prepare example completed puzzle to show students
Create space for large class puzzle mural
Lesson Duration: 40 minutes
Alternative:
Day 1: Puzzle creation (25 min)
Day 2: Assembly, reflection, mural (15 min)
LESSON FLOW
PART 1: OPENING CIRCLE (6 minutes)
Purpose: Introduce metaphor of puzzle pieces representing integrated emotional toolkit
📖 Opening Script:
[Hold up an actual jigsaw puzzle with several pieces separated and a few connected]
"Good morning, puzzle masters! Look at what I brought today —a puzzle!
What happens if I try to use just ONE puzzle piece? [Hold up single piece] Can I see the
whole picture? No! One piece alone doesn't make sense.
But what happens when I put ALL the pieces together? [Connect several pieces] Now I can
see the picture! All the pieces work TOGETHER to create something complete!
Today we're going to think about your emotional toolkit like a puzzle. You've learned SO
many pieces over the past 7 weeks:
[Display items as you name them]
Piece 1: CHARACTERS - Manny, Stella, Shelly the Seashell, Crabby Piece 2: ZONES -
Blue, Yellow, Purple, Red Piece 3: BREATHING - Four different breath techniques
Piece 4: TOOLS - Swatches, Calm Corner, journaling
Each piece is helpful on its own. But when you put them ALL together? That's when the
magic happens!
Let me show you what I mean:
[Tell integrated story]
'Yesterday, I felt stressed about a big meeting. Here's how I used ALL my puzzle pieces:
Piece 1 (Character): I noticed I was feeling like Crabby —frustrated and overwhelmed
Piece 2 (Zone): I recognized I was in RED zone —high intensity, need help
Piece 3 (Breathing): I used Claw Reset Breath breath to release some tension
Piece 4 (Tool): I held my soft stress ball (like a swatch!) while I breathed
All the pieces worked TOGETHER! That's how emotional regulation works —all your tools
connect and help each other!
Today, you're going to create your OWN emotion puzzle. On each piece, you'll show one part
of your emotional toolkit. Then we'll put all your pieces together to show your COMPLETE
system for feeling balanced and well!"
🗣️ Discussion Prompts:
"Why do you think it's important to use ALL the pieces together instead of just one?"
[Guide toward]: "Different situations need different combinations! Sometimes breathing
alone works, sometimes you need breathing + swatch + Calm Corner!"
"Which puzzle piece (characters, zones, breathing, or tools) do YOU use most often?"
[Allow 2 -3 responses]
[Validate]: "Everyone has favorite pieces! That's okay! But it's good to know about ALL
pieces so you can use what you need."
"What happens if one puzzle piece is missing? Like, what if you know about breathing but
don't have any calming tools?"
[Discuss]: "You can still help yourself, but having all pieces makes it easier!"
Differentiation:
Concrete thinkers: Use actual puzzle as visual aid throughout lesson
Students who struggle with metaphor: "The puzzle is just a way to remember —you have
LOTS of tools that work together!"
Advanced students: "Can you think of other 'pieces' we haven't talked about? Like friends
who help, or exercise, or humor?"
PART 2: CORE ACTIVITY (26 minutes)
Activity A: Personal Puzzle Creation (15 minutes)
Setup:
Give each student a puzzle template (4 or 6 pieces based on ability level)
Have all art supplies, character cards, and reference materials accessible
Display example completed puzzle
Instructions:
"You're going to create your OWN emotion puzzle! You'll have 4 main puzzle pieces (or 6 if
you want more detail).
Here's what goes on each piece:
PIECE 1: FEELINGS (Characters) Draw or write about the four sea friends
Which friend do you feel like most often?
Draw that friend, or all four friends
Color it with zone colors
PIECE 2: ZONES Show the four zones and what they mean to you
Draw the four colors (blue, yellow, purple, red)
Write or draw what each zone feels like in YOUR body
Example: 'Red zone = hot face, tight fists'
PIECE 3: BREATHING Show your favorite breathing technique(s)
Draw yourself doing Manta Glide Breath, Sparkle Breath, Spiral Breath, or Claw Reset
Breath
Write when you use that breath
Add arrows showing the breath movement
PIECE 4: TOOLS Show the tools that help you
Draw or glue a small swatch sample
Draw Calm Corner
Draw an adult who helps you
Draw anything else that helps (music, movement, talking, etc.)
Optional PIECE 5 & 6 (for 6 -piece puzzles):
Piece 5: "My Triggers" - What makes you move zones?
Piece 6: "My Successes" - Times you successfully used your tools
Remember: This puzzle is YOURS! There's no wrong way to create it. Show what YOUR
emotional toolkit looks like!"
Differentiation by Learning Level:
EMERGING LEARNERS (4 -piece simplified puzzle):
Piece 1: Color or place sticker of favorite sea friend Piece 2: Color four zone colors (blue,
yellow, purple, red squares) Piece 3: Draw stick figure doing one breath (arms out = Manta
Glide Breath) Piece 4: Glue small fabric swatch
Support:
Heavy use of stickers and pre -made images
Hand -over -hand for cutting (or provide pre -cut pieces)
Adult scribes any words
Focus on sensory/tactile elements
Success = engagement and completion
DEVELOPING LEARNERS (4 -piece standard puzzle):
Piece 1: Draw all 4 sea friends OR draw self as favorite friend; label with names Piece 2:
Draw/color 4 zones; write 1 -2 words about each ("Blue = calm") Piece 3: Draw self doing
breath technique; add arrows; label breath name Piece 4: Draw 2 -3 tools that help; write
"This helps when I feel ___"
Support:
Sentence starters provided
Character cards available for reference
Peer partnerships encouraged
Mix of drawing and minimal writing
Success = clear representation of each element
ADVANCED LEARNERS (6 -piece detailed puzzle):
Pieces 1 -4: Same as developing, but with more detail and explanation
Piece 5: MY TRIGGERS
"I move to red zone when: ___________"
"I move to purple zone when: ___________"
"What helps me recognize early warning signs: ___________"
Piece 6: MY SUCCESSES
"A time I successfully used my puzzle pieces together: ___________"
"I moved from ___ zone to ___ zone by using: ___________"
"I'm proud of myself for: ___________"
Support:
Encourage detailed writing
Invite creativity (borders, patterns, personal style)
Challenge: "Can you show how pieces CONNECT? Draw arrows between pieces that work
together!"
Success = synthesis and personal insight
Creation Time: 15 minutes
[Play calm instrumental music]
Teacher's Role:
Circulate and conference with students
Ask guiding questions:
"Tell me about this piece. What does it show?"
"Which puzzle piece was easiest for you to create? Why?"
"How do these pieces work together in your life?"
Take photos of work in progress
Provide encouragement: "I love how you're showing YOUR personal toolkit!"
For Students Who Finish Early:
"Decorate the edges of your puzzle pieces with patterns or designs!"
"On the back, write or draw MORE tools you use"
"Help a friend who needs support"
For Students Who Struggle to Start:
Sit with them, start together: "Let's just draw Manny on this first piece. That's perfect!"
Offer templates: "You can trace this character if drawing is hard"
Reduce expectations: "You only need to do 2 pieces today. That's enough."
Activity B: Puzzle Assembly & Reflection (11 minutes)
Transition Script:
"Time to put your puzzles together! Just like your emotional toolkit works together, your
puzzle pieces need to connect!"
Instructions:
Step 1: Cut Out Pieces (3 minutes)
[If not pre -cut, students carefully cut along puzzle piece outlines]
Support:
Provide safety scissors
Adult helps students with motor challenges
Partner cutting: one holds, one cuts
Step 2: Assemble Puzzle (2 minutes)
"Now, arrange your pieces so they fit together like a real puzzle!
As you connect them, think: How do these pieces work together in real life?
When I know my CHARACTER (Crabby), I know which ZONE I'm in (red), so I know which
BREATHING to use (Claw Reset Breath), and which TOOLS to grab (scratchy swatch)!
ALL the pieces connect!"
[Students arrange pieces; can glue onto backing paper or leave loose]
Step 3: Reflection Questions (6 minutes)
[Display questions on board; students reflect verbally or in writing]
Reflection Questions:
"Which puzzle piece is MOST important to you? Why?"
[Allow individual think time, then share with partner or whole group]
"What happens if one piece is missing?"
[Discuss: "You can still help yourself, but it's harder! All pieces support each other."]
"Can you think of a time this week when you used MORE THAN ONE piece together?"
Example: "I noticed I was Crabby (piece 1), in red zone (piece 2), so I used Claw Reset
Breath (piece 3) and asked for Calm Corner (piece 4)!"
"Is there a puzzle piece you want to get better at using?"
[Students identify areas for growth]
"Maybe you're great at noticing zones, but you want to practice breathing more!"
Affirming Responses:
"You're showing metacognition —thinking about how you think and regulate!"
"That's integration —using multiple tools together!"
"You understand your toolkit so well!"
PART 3: BREATHING PRACTICE (4 minutes)
Featured Breath: Stella's Sparkle Breath
Purpose: Celebrate integration and completion with joyful breath; match sense of
accomplishment
Transition Script:
"You just created your own personal emotion puzzle! That's something to celebrate! Let's
use Stella's Sparkle Breath to honor this accomplishment!"
Breathing Demonstration:
[Hold up hand with fingers spread]
"Stella's Sparkle Breath is perfect for celebrating our learning and growth. Let's sparkle
together!"
Guided Practice (2 full rounds = 10 breaths):
"Hold up your starfish hand! Other finger ready to trace!
Round 1: Thumb: IN up, OUT down Pointer: IN up, OUT down Middle: IN up, OUT down
Ring: IN up, OUT down Pinky: IN up, OUT down SPARKLE! [wiggle fingers]
Round 2: Let's go again! This time, think about how PROUD you are of your puzzle! [Repeat
all 5 fingers] SPARKLE!"
🗣️ Reflection Prompt:
"We're using Stella's breath because creating your puzzle is an ACCOMPLISHMENT! You
showed everything you've learned in 8 weeks!
When else might you use Stella's breath?
After finishing hard work
When you're proud of yourself
When celebrating a success
When you want to feel joyful energy
Remember: Stella energy is about celebrating AND staying controlled. That's what Sparkle
Breath does —lets us feel joy while staying safe and calm!"
Differentiation:
Students who prefer other breaths: "You can do your favorite breath instead! This is YOUR
celebration!"
Students with motor challenges: Trace on paper or table instead of in air
Students who need more energy release: Add bigger movements, stand and reach high
PART 4: CLASS PUZZLE MURAL CREATION (6 minutes)
Purpose: Create collaborative visual showing how individual toolkits create supportive
community
Transition Script:
"Now we're going to create something amazing: a CLASS PUZZLE MURAL!
Each of you will add YOUR completed puzzle to our big mural board. When we step back
and look at all our puzzles together, we'll see something powerful:
Every person in this class has their own emotional toolkit. All our toolkits are a little
different, but they ALL work. Together, we create a community that understands emotions!"
Instructions:
Step 1: Mount Puzzles on Mural
[One by one, students bring their assembled puzzle to large poster board or bulletin board]
"Find a spot on our mural for your puzzle. You can put it next to a friend's puzzle, or
anywhere you like!"
[Students arrange puzzles on mural —can overlap slightly, create patterns, or organize by
sections]
Optional: Leave small spaces between puzzles, and as a class, draw "connection lines"
showing how different students' tools support each other
Step 2: Title the Mural
[Class votes on or brainstorms title together]
Title Ideas:
"Our Emotional Toolkit"
"The Calm Connections Puzzle"
"All the Pieces Together"
"Our Sea of Emotions"
"[Class Name]'s Regulation Toolbox"
[Write chosen title at top of mural]
Step 3: Add Finishing Touches
[If time allows, students can add decorative elements]
Draw sea waves connecting all puzzles
Add starfish, shells, crabs decorations
Write encouraging words around edges: "We can do this!" "Tools work!" "We're growing!"
Step 4: Mural Reflection
[Stand back as a class and view completed mural]
"Look at what we created! Every single puzzle is different, but they're all important. Just like
every person's emotional experience is unique.
What do you notice when you look at our mural?"
[Allow 2 -3 observations]
"I see lots of different favorite sea friends!"
"Some people use swatches, some use breathing!"
"Everyone has tools that work for them!"
"Exactly! There's no ONE right way to regulate emotions. We all have our own puzzle, and
that's perfect!"
PART 5: CLOSING & HOME CONNECTION (3 minutes)
Closing Script:
"Puzzle experts, what an amazing day! You:
Created your own personal emotion puzzle
Showed all four pieces of your toolkit (characters, zones, breathing, tools)
Reflected on how the pieces work together
Built a class mural showing our community of support
Here's what I want you to remember:
Your emotional regulation toolkit is like a puzzle. Each piece is important:
Knowing your CHARACTERS helps you name feelings
Knowing your ZONES helps you understand intensity
Knowing your BREATHING helps you calm your body
Knowing your TOOLS helps you take action
When you use ALL the pieces TOGETHER, that's when you're most powerful!
This week at home:
Share your puzzle with your family
Explain each piece
Teach them about YOUR toolkit
Use your pieces together when you need them!
Next week: STORYTELLING! We're going to create stories about our sea friends and use
storytelling to build empathy and understanding. Get ready to let your imagination swim!"
Take -Home:
"You can take your puzzle home today! Keep it somewhere visible —your bedroom, the
fridge, your backpack —so you can remember: You have ALL the pieces you need!"
📬 Send Home This Week:
Student's completed emotion puzzle
Photo of class mural (showing where their puzzle fits in community)
Puzzle Reflection Worksheet (completed or blank for home extension)
Family Take -Home Letter
Calm Connections Home Connection — Week 8
Dear Families,
This week we focused on INTEGRATION —putting all the pieces of emotional regulation
together!
The Puzzle Metaphor:
We've been learning that emotional regulation isn't just ONE skill —it's multiple pieces
working together, like a puzzle:
Piece 1: CHARACTERS (Naming Feelings) Manny, Stella, Shelly the Seashell, Crabby help
us identify what we're feeling
Piece 2: ZONES (Understanding Intensity) Blue, Yellow, Purple, Red help us know how
strong our feelings are
Piece 3: BREATHING (Body Regulation) Four breathing techniques help us calm or
energize our bodies
Piece 4: TOOLS (Taking Action) Swatches, Calm Corner, journaling, talking to adults help
us cope
When your child uses ALL these pieces TOGETHER, they're using their complete emotional
toolkit!
What We Did:
Created personal emotion puzzles showing each child's unique toolkit
Reflected on which pieces they use most (and which they want to practice more)
Built a class mural showing how individual toolkits create supportive community
Your Child's Puzzle:
Attached (or brought home) is your child's personal emotion puzzle! This represents THEIR
understanding of emotional regulation after 8 weeks of learning.
This Week at Home:
Display the Puzzle: Put it somewhere visible! When your child is upset, you can reference it:
"Let's look at your puzzle. Which piece do you need right now?"
"I see Crabby on your puzzle. Which breathing technique helps Crabby?"
Teach Family Members: Invite your child to teach YOU about their puzzle:
"Tell me about each piece."
"Which piece do you use most?"
"Can you show me how the pieces work together?"
This builds ownership and confidence!
Use It In Real Time: When emotions run high:
"Which character (piece 1) do you feel like?"
"Which zone (piece 2) are you in?"
"Which breathing (piece 3) should we try?"
"Which tool (piece 4) would help?"
Walking through the puzzle steps helps organize thinking during emotional moments!
Create Family Puzzles: If inspired, family members can create their own emotion puzzles!
What helps MOM when stressed?
What helps DAD when frustrated?
What helps SIBLING when sad?
Sharing toolkits builds family emotional culture!
Remember:
Your child has spent 8 weeks building this toolkit. They have SKILLS now! Trust their
growing ability to:
Name their feelings
Recognize their zones
Choose helpful tools
Help themselves (with support when needed)
Questions? Contact me at [teacher email]
Keep putting the pieces together! [Your name]
📈 Assessment Checkpoint
Week 8 Assessment Indicators:
□ Demonstrates understanding of all four components
Can explain or show characters, zones, breathing, and tools
□ Shows integration/synthesis
Understands how components work together (not just as isolated skills)
□ Identifies personal toolkit preferences
Can articulate which pieces they use most or find most helpful
□ Reflects on growth and areas for continued practice
Shows metacognitive awareness of their own emotional regulation journey
Anecdotal Notes:
Which puzzle pieces did students emphasize most in their creations?
Did students show deep understanding of how pieces connect?
Which students struggled to integrate multiple components?
Did any students show breakthrough insights during reflection?
Use Puzzles for Assessment: Students' puzzles provide rich assessment data:
Detail level indicates depth of understanding
Personal examples show real -world application
Connections drawn demonstrate integration
Areas left blank reveal gaps in learning
🌀 Extension Activities
1. Puzzle Pairs Matching Game
Create cards with puzzle "pieces" (character name, zone color, breathing technique, tool)
Students draw two cards and explain how they connect
"I drew Crabby and Claw Reset Breath —they go together because Claw Reset Breath helps
when you feel like Crabby!"
2. 3D Puzzle Sculpture
Use actual foam or cardboard puzzle pieces
Students build 3D structure showing their toolkit
Can paint, add textures, make interactive
3. Puzzle Presentation
Students present their puzzles to another class
Practice public speaking and explaining emotional concepts
Builds confidence and leadership
4. Missing Piece Problem -Solving
Pose scenarios: "What if you only had breathing but no calming tools?"
Students problem -solve: "I could still help myself by..."
Builds flexible thinking
5. Puzzle Scavenger Hunt
Hide puzzle pieces around classroom/school
Each piece has a task: "Do Manta Glide Breath breath," "Find something with Stella texture,"
etc.
Collect all pieces to complete puzzle
6. Collaborative Class Puzzle
One HUGE puzzle where each student adds only one element
Example: Student 1 draws Manny, Student 2 adds blue zone, Student 3 adds breathing, etc.
Shows collaborative learning and community support
7. Puzzle Story
Write story from puzzle perspective: "I am Manny's puzzle piece, and I help when..."
Creative writing + emotional understanding
🏠 Additional Home Ideas
Puzzle Check -In Routine: Each evening at dinner:
Child references their puzzle
"Today I used ___ piece(s) of my puzzle"
Family celebrates: "You used your tools!"
Add to the Puzzle: Puzzle is not fixed! Child can add new pieces as they discover new tools:
"Piece 5: Listening to music helps me"
"Piece 6: My dog calms me down"
"Piece 7: Going outside resets me"
Puzzle Troubleshooting: When child is stuck:
"Let's look at your puzzle. What piece haven't we tried yet?"
Encourages using full toolkit, not just one strategy
Family Puzzle Night: Everyone creates own puzzle, then shares:
Compare: "Mom uses exercise as a tool! I use swatches!"
Discuss: "We all have different toolkits, and that's okay!"
📝 Educator Reflection
Integration Depth: Did students truly understand how pieces connect, or did they just
complete four separate items?
Personal Relevance: Did students' puzzles reflect THEIR actual experiences, or generic
program content?
Engagement: Was the puzzle metaphor helpful and engaging, or confusing?
Assessment Value: What did students' puzzles reveal about their learning that I didn't know
before?
Mural Impact: Did creating the collaborative mural build classroom community? How?
Next Steps: Based on puzzle content, which concepts need reinforcement in remaining
weeks?
Creative Expression: Did allowing creative freedom enhance or complicate the activity?
🎯 Connections To Other Weeks
Week 8 builds on:
ALL previous weeks (1 -7)—this is a comprehensive synthesis activity
Week 7's journaling prepared students for reflection and self -awareness
Week 8 prepares for:
Week 9: Storytelling will continue integration through
narrative
Week 10: Calm Corner will become the physical space where
"puzzle pieces" are used
Week 11: Reflection week will revisit puzzle to assess growth
Week 12: Celebration will reference puzzle as symbol of
complete toolkit Students who master all 16 techniques
have comprehensive emotional regulation skills.
Puzzle as Ongoing Tool: Keep class mural displayed through Week 12! Reference it
regularly:
"Remember your puzzle! Which piece do you need right now?"
"Look at our mural —we ALL have tools!"
"Your puzzle shows how far you've come!"
Printable Resources For Week 8:
- Puzzle Piece Templates - 4-piece (simplified) ✓ Puzzle Piece Templates - 6-piece
(extended) ✓ Puzzle Reflection Worksheet - Emerging (visual prompts) ✓ Puzzle
Reflection Worksheet - Developing (guided questions) ✓ Puzzle Reflection Worksheet -
Advanced (synthesis essay) ✓ Puzzle Assembly Guide (step -by-step instructions with
visuals) ✓ Class Mural Title Options (voting sheet) ✓ Family Take Home Letter Week 8
✓ Puzzle Template Blank (for family members to create own)
Optional Purchase:
Foam puzzle blanks (craft store, ~$1 each)
Puzzle die -cuts (for students with motor challenges)
4.9 Week 9: Storytelling — Building Empathy
THROUGH NARRATIVE
Learning Objective: Students will create emotion -based narratives featuring sea -friend
characters, building empathy, perspective -taking, and emotional communication skills
through storytelling.
SEL Competency Focus:
Primary: Social Awareness (understanding others' emotions and perspectives)
Secondary: Relationship Skills (communicating emotions through shared stories)
🧰 Materials Needed:
Print from Calm Connections Printable Resources Folder:
Weekly_Materials/Week_9/Storytelling_Worksheet_Emerging.pdf (picture sequence)
Weekly_Materials/Week_9/Storytelling_Worksheet_Developing.pdf (story map)
Weekly_Materials/Week_9/Storytelling_Worksheet_Advanced.pdf (creative writing)
Weekly_Materials/Week_9/Story_Starter_Cards.pdf (story prompts)
Weekly_Materials/Week_9/Storyboard_Template.pdf (3 or 6 panels)
Weekly_Materials/Week_9/Family_Take_Home_Week9.pdf
Physical Materials:
Character cards (all 4) and/or puppets if available
Zone posters
Student journals
Storyboard templates
Colored pencils, markers, crayons
Story starter cards (print and cut)
Optional: Recorded story examples (book featuring emotions)
Optional: Materials for creating simple puppets (paper bags, popsicle sticks)
Chart paper for collaborative class story
Setup Preparation:
Prepare example story to share with class
Cut and organize story starter cards
Set up storytelling station with all materials
Prepare puppet theater area if using puppets
Create comfortable storytelling circle area
Lesson Duration: 40 minutes
Alternative:
Day 1: Story examples, story creation (25 min)
Day 2: Story sharing, performance (15 min)
LESSON FLOW
PART 1: OPENING CIRCLE (8 minutes)
Purpose: Introduce storytelling as tool for emotional understanding; model with engaging
example story
📖 Opening Script:
[Gather students in cozy storytelling circle. Speak with animated, storytelling voice.]
"Welcome, storytellers! Today we're going to do something humans have done for
thousands of years: tell stories!
Why do you think people have always told stories? Since cave paintings, since sitting around
campfires, since the very beginning?
[Allow brief responses]
Because stories help us UNDERSTAND each other! When we tell stories about feelings, we:
Learn we're not alone
Understand how others feel
Practice solving problems
Connect with each other
Today, you're going to create your own stories featuring our sea friends. But first, let me tell
YOU a story...
[Tell engaging story with emotion and voice changes —sample story provided below]
Sample Story: 'Stella'S Sparkly Day'
[Use animated voice, change tone for different characters]
Once upon a time, under the sparkling ocean waves, there lived a starfish named Stella.
Stella woke up one morning feeling AMAZING! [Big smile, bouncy voice] The sun was
shining through the water, her friends were playing nearby, and she had her favorite
seaweed snack for breakfast. Stella was in the YELLOW ZONE —full of joy and sparkly
energy!
'Today is going to be the BEST DAY EVER!' Stella shouted, spinning in circles and making all
her starfish points twinkle.
She swam over to her friend Manny the Manta Ray. [Calm voice] Manny was gliding slowly
through the calm blue water, practicing his smooth breathing.
'Manny! Manny!' Stella called loudly. 'Let's play tag! Let's race! Let's do everything!'
But Manny said gently, [slow, calm voice] 'Stella, I'm feeling very calm right now. I'm in
BLUE ZONE. Your loud, bouncy energy is a lot for me right now. Can we play a quiet game
together instead?'
Stella's sparkles dimmed a little. She felt disappointed —she had SO much energy and
wanted to play BIG games! But she also cared about her friend Manny.
'Okay,' Stella said, trying to slow down. 'What if we play a quiet game for a little while, and
THEN we play a big game when you're ready?'
Manny smiled his gentle manta smile. 'That sounds perfect. Thank you for understanding,
Stella.'
So Stella used her SPARKLE BREATH to help channel her big energy into something calmer.
[Demonstrate tracing starfish fingers] She breathed slowly up and down each point, keeping
her joyful feeling but making it gentler.
Then Stella and Manny played a calm treasure -finding game together. Stella was still happy,
but her energy matched Manny's energy. They were both in zones that worked well
together!
Later that afternoon, Manny said, 'Now I have more energy! Want to race?' Try Sunshine
Starfish for an energizing boost without disrupting the classroom calm.
And Stella's sparkles lit up BRIGHT again! 'YES!' she cheered.
The End
[Return to normal teaching voice]
"What did you notice about that story?
[Allow responses]
Stella was in yellow zone at the beginning
Manny was in blue zone
They had different energy levels, but they found a way to play together
Stella used her breathing to help her energy match Manny's
Both friends got what they needed!
That's what good stories do —they show emotions, problems, and solutions!"
🗣️ Discussion Prompts:
"How do you think Stella felt when Manny said her energy was too much?"
[Allow responses: disappointed, sad, maybe a little rejected]
"Yes! She probably felt a little like Shelly the Seashell for a moment —hurt feelings. That's
okay! Emotions can change in stories."*
"What would have happened if Stella DIDN'T use her breathing? If she just stayed super
bouncy?"
[Discuss: Manny might have felt overwhelmed, they might have fought, neither would have
fun]
"Right! Using tools helped them BOTH!"*
"Can you think of a time in YOUR life when you were like Stella —full of energy —but
someone else was like Manny —needing calm?"
[Allow 1 -2 personal examples]
"That's perspective -taking! Understanding that others have different feelings and needs!"*
Differentiation:
Students with limited attention: Shorten story or use picture book
Non -verbal students: Use character cards to answer questions (hold up Stella, hold up
Manny)
Advanced students: "What other choices could Stella have made?"
PART 2: CORE ACTIVITY (24 minutes)
Activity A: Story Creation Workshop (18 minutes)
Setup:
Organize students by learning level for differentiated story creation
Have all materials accessible
Display story structure visual: Beginning → Problem → Solution → Ending
Instructions:
"Now YOU are going to create your own sea friend story! Your story will have:
BEGINNING: Introduce a character and their emotion/zone PROBLEM: Something happens
that changes their emotion SOLUTION: The character uses tools or gets help ENDING: The
character feels better or learns something
You can create your story in different ways —I have three options!"
OPTION 1: PICTURE SEQUENCE STORY (Emerging Learners)
Format: 4 -box storyboard with pictures
Template:
Box 1: BEGINNING
Draw: Which sea friend? What zone?
Box 2: PROBLEM
Draw: What happened? How did they feel?
Box 3: SOLUTION
Draw: What tool did they use?
Box 4: ENDING
Draw: How do they feel now?
```
Support:
- Pre-printed story starter: "One day, [character] felt..."
- Use stickers for characters
- Adult scribes one sentence per box if student wants words
- Focus on visual storytelling
- Success = sequence of events showing emotion change
Example:
- Box 1: Crabby is angry (red zone)
- Box 2: Someone took his toy
- Box 3: Crabby does Claw Reset Breath breath
- Box 4: Crabby feels calmer (moving toward blue zone)
---
OPTION 2: STORY MAP (Developing Learners)
Format: Guided story map with sentence starters
Template:
```
My Sea Friend Story
CHARACTER: My story is about _____ (Manny/Stella/Shelly the Seashell/Crabby)
BEGINNING: One day, _____ was feeling _____ (emotion).
They were in the _____ zone.
PROBLEM: Then something happened. _____________________
This made _____ feel _____________________
SOLUTION: _____ decided to try _____________________
(breathing technique/tool/asking for help)
ENDING: After using this tool, _____ felt _____________________
They learned that _____________________
Support:
Sentence starters for each section
Word banks: emotions, tools, outcomes
Allow mix of writing and drawing
Peer partnerships for idea generation
Success = complete narrative arc with emotional change
OPTION 3: CREATIVE NARRATIVE (Advanced Learners)
Format: Open -ended creative writing with specific elements
Requirements:
Choose 1 -2 sea friend characters
Include at least 2 different emotional zones
Show a problem that triggers emotional change
Show character using a tool to regulate
Include dialogue between characters (if multiple characters)
Write at least 8 -10 sentences
Optional Advanced Elements:
Include multiple characters interacting
Show one character helping another
Include a "lesson learned" or moral
Use descriptive language about how emotions feel in the body
Show character moving through multiple zones (red→purple→blue)
Prompts if students need ideas:
"Write about a time Shelly the Seashell felt scared but Manny helped her feel brave"
"Write about Crabby learning that it's okay to ask for help"
"Write about all four friends having different reactions to the same event"
Support:
Story starter cards with opening lines
Planning template: Character/Setting/Problem/Solution
Encourage creativity: "This is YOUR story. There's no wrong answer!"
Success = complete narrative with emotional depth and tool use
Story Creation Time: 18 minutes
[Students work on chosen format]
Teacher's Role:
Conference with individual students
Ask guiding questions:
"What emotion is your character feeling?"
"What happens to change their emotion?"
"Which tool will help them?"
"How do they feel at the end?"
Read story starters aloud for inspiration
Celebrate creative ideas: "I love that you included Dual -Zone Crabby!"
Take photos of stories in progress
For Students Who Finish Early:
"Illustrate your story with a full -page picture"
"Add a title and author name"
"Create a book cover for your story"
"Read your story to a partner"
For Students Who Struggle:
Use story starter cards: "Once upon a time, Manny felt worried..."
Simplify to 2 boxes: "Beginning (sad) → Ending (happy)"
Collaborative storytelling: Adult and student create together
Use puppets to act out story first, then draw/write
Activity B: Story Sharing Circle (6 minutes)
Transition Script:
"Now comes the special part —sharing our stories! Authors love to share their work, and
audiences love to hear stories!
We're going to create a STORY CIRCLE. Some of you will share your stories aloud, and we'll
all be respectful listeners."
Instructions:
Story Sharing Protocol:
Invitation: "Who would like to share their story?" [Invite 4 -5 volunteers; sharing is optional]
Author's Introduction: Student says:
"My story is called _________"
"It's about _________" (character)
Story Reading/Telling:
Student reads or tells story
Or student shows pictures while adult narrates
Audience Response:
Classmates snap fingers or give "silent claps" (pat hands on legs quietly)
1-2 students can share: "I noticed..." or "I liked..."
Affirm Author: Teacher says:
"Thank you for sharing your emotional story"
"You showed [character] using tools —that's powerful!"
"Your story helps us understand emotions better"
Sharing Tips:
Emphasize: Sharing is brave but optional
Create safety: No criticism, only appreciation
Model good listening: Eye contact, quiet bodies, engaged faces
Celebrate diversity: "Everyone's story is different, and that makes them all special!"
For Non -Verbal Students:
Can show pictures while adult reads
Can have peer read their story
Can use AAC device to share key points
Can choose not to share publicly but show teacher privately
PART 3: BREATHING PRACTICE (4 minutes)
Featured Breath: Manny's Manta Glide Breath
Purpose: Return to calm after creative expression; practice "storytelling voice" with breath
Transition Script:
"After all that creative storytelling, let's use Manny's Manta Glide Breath to help our bodies
feel calm and settled —just like Manny in our stories!"
Breathing with Storytelling Theme:
[Add narrative element to breathing practice]
"Imagine you're Manny, gliding through the calm ocean. You're moving smoothly and
peacefully. Let's breathe like Manny glides."
Guided Practice (3 rounds):
"Arms at your sides. Let's glide through the story ocean...
Round 1: Breathe IN... arms glide out wide like Manny's fins... 1, 2, 3... Imagine calm blue
water all around you... Hold... Breathe OUT... arms glide down... 1, 2, 3, 4, 5... You're floating
peacefully.
Round 2: IN... glide out... Feel the gentle current... Hold... OUT... glide down... So calm and
peaceful.
Round 3: One more glide through the story ocean... IN... out... Hold... OUT... Beautiful. You're
as calm as Manny."
🗣️ Reflection Prompt:
"Notice how your body feels after Manny's breath.
Storytelling uses our brains and our emotions! Sometimes it can feel exciting or intense to
create stories about feelings. Manny's breath helps us return to calm after all that creative
energy.
In your stories, which characters used breathing to help themselves?"
[Allow responses]
"Yes! Just like we use breathing in real life, our story characters can use it too! That's what
makes our stories real and helpful —they show tools that actually work!"
Differentiation:
Students who prefer movement: Stand and physically "glide" while breathing
Students with active imaginations: "Where is Manny gliding in YOUR story ocean?"
Students who need grounding: "Feel your feet on the floor while you breathe like Manny"
PART 4: REFLECTION & JOURNALING (4 minutes)
Purpose: Reflect on storytelling experience and what it taught about emotions
📓 Journal Prompt:
Write on board:
"My story helped me understand _______."
OR
"The sea friend in my story learned that _______."
Emerging Learners:
Task: Draw favorite part of their story
Support:
"What was your favorite part? Draw that!"
"Draw your character feeling better at the end"
Adult scribes one sentence: "In my story, Stella learned to use her tools"
Can place character sticker and add simple drawing around it
Developing Learners:
Task: Complete sentence frame about story lesson
Examples:
"My story helped me understand that everyone feels Crabby sometimes."
"The sea friend in my story learned that breathing can help when you're upset."
"My story showed that it's okay to ask for help."
Support:
Word bank: breathing helps, asking for help is good, emotions change, tools work, friends
support each other
Encourage connection to real life: "Does this lesson apply to YOU too?"
Advanced Learners:
Task: Reflective analysis of storytelling process
Prompts:
"What did creating this story teach you about emotions that you didn't know before?"
"If your character could give advice to a real student, what would they say?"
"How is telling stories about emotions different from just talking about emotions?"
Challenge: "Write a sequel: What happens to your character next week? Do they use their
tools again?"
Journaling Time: 4 minutes
Optional Sharing: "Who wants to share one thing they learned from creating their story?"
[2-3 volunteers share insights]
PART 5: CLOSING & HOME CONNECTION (3 minutes)
Closing Script:
"Storytellers, you created AMAZING emotional stories today!
You showed:
Characters with feelings
Problems that trigger emotional changes
Tools that help
Hope and solutions
Stories are powerful because they help us understand:
We're not alone in our feelings
Problems can be solved
Tools really work
Emotions change
Your stories matter. They matter because:
They show YOUR understanding of emotions
They help OTHER people learn
They create empathy and connection
They prove you're growing and learning!
This week at home:
Share your story with your family
Ask family members to tell THEIR emotional stories
Notice stories in books and movies —which sea friends do characters feel like?
Create more stories if you want to!
Next week: CALM CORNER! We're finally going to create our own personal regulation space
with ALL the tools we've learned. We'll design it, set it up, and practice using it. Get excited!
But first, let's celebrate our storytelling! Give yourself a pat on the back —you're authors
AND emotional experts!"
Special Celebration:
"If you'd like, we can compile our stories into a class book: 'The Sea of Emotions Story
Collection!' We'll make copies so everyone gets their own book to take home. Would you
like that?"
[Gauge interest; if positive response, plan to create simple bound collection]
📬 Send Home This Week:
Student's completed story (original or copy)
Blank storyboard template for creating more stories at home
QR Demo Card: Manta Glide Breath (review)
Family Take -Home Letter with story prompts
Calm Connections Home Connection — Week 9
Dear Families,
This week we focused on STORYTELLING —using narrative to build empathy and
understand emotions!
What We Did:
Learned how stories help us understand emotions
Created original stories featuring sea -friend characters
Practiced showing emotions, problems, and solutions through narrative
Shared stories with classmates
Why Storytelling Matters:
Storytelling builds empathy and perspective -taking! When children create emotional
narratives, they:
Practice seeing situations from different viewpoints
Understand that problems can be solved
Learn that emotions are universal
Build emotional vocabulary in context
Process their own experiences through characters
Your Child's Story:
Attached is your child's sea -friend story! This represents their understanding of:
Emotional awareness (characters have feelings)
Cause and effect (situations trigger emotions)
Regulation strategies (characters use tools)
Emotional change (feelings don't last forever)
This Week at Home:
Story Sharing:
Ask your child to read/tell you their story
Discuss: "What was your favorite part?"
Ask: "What did the character learn?"
Celebrate: "You're an author!"
Family Storytelling: Try these storytelling activities together:
1. Emotion Story Chain: Take turns adding to a group story:
Parent: "Once there was a crab named Crabby who felt really frustrated..."
Child: "Because someone took his favorite shell!"
Parent: "So Crabby decided to..."
Child: "Use his Claw Reset Breath breath!"
Continue building story together
2. Real -Life Story Sharing: Share true emotional stories from
your day:
"Today I felt like Stella when I got good news at work!"
"Today I felt like Crabby when I was stuck in traffic, so I used breathing to help"
Encourages family emotional communication
3. Book Character Analysis: While reading bedtime stories:
Pause at emotional moments
"Which sea friend does this character feel like?"
"What could help this character?"
Builds analytical thinking about emotions
4. Puppet Show: Make simple puppets (paper bags, socks,
drawings on popsicle sticks) Act out emotional scenarios
with sea friends Child directs: "Now Shelly the Seashell uses
Spiral Breath!"
Story Prompts for Home: If your child wants to write more stories, try these prompts:
"Write about a time all four friends had to work together"
"Write about Manny teaching Crabby how to calm down"
"Write about Shelly the Seashell being brave even though she felt scared"
Remember: Stories don't have to be "perfect"! The process of creating emotional narratives
is what matters. Celebrate creativity, effort, and emotional insight!
Questions? Contact me at [teacher email]
Keep storytelling! [Your name]
📈 Assessment Checkpoint
Week 9 Assessment Indicators:
□ Creates narrative with emotional arc
Story includes beginning, problem/emotion change, and resolution
□ Shows character using regulation tools
Character in story uses breathing, sensory tools, or help from others
□ Demonstrates perspective -taking
Can explain how story character feels or what they need
□ Connects story to personal experience
Can relate story themes to own life or emotions
Anecdotal Notes:
Which students showed strong narrative skills?
Did stories reveal personal emotional experiences?
Which students struggled with story structure?
Were any stories particularly insightful or creative?
Story Content Analysis: Review student stories for:
Emotional complexity: Are stories simple (happy/sad) or nuanced (mixed feelings)?
Tool integration: Do characters use tools learned in program?
Problem -solving: Do characters find solutions or stay stuck?
Personal relevance: Do stories reflect student's actual experiences?
🌀 Extension Activities
1. Story Theater
Students act out their stories
Assign roles: narrator, characters, sound effects
Perform for another class or families
2. Emotion Story Soundtrack
Choose music for different parts of story
"What song matches when Crabby is angry?"
"What song matches when Manny feels calm?"
3. Collaborative Story Writing
Pairs or small groups write stories together
Each student contributes one section
Builds cooperation and shared creativity
4. Story Illustration Project
Create detailed illustrations for stories
Display as "gallery" with text and images
Invite families to "book launch" viewing
5. Sequel Writing
"What happens next to your character?"
"Write Chapter 2 of your story"
Builds sustained thinking about emotional growth
6. Compare & Contrast Stories
Read two student stories featuring same character (e.g., two Stella stories)
Discuss: "How are these stories similar/different?"
"What did each Stella learn?"
7. Story Circle Recording
Record students reading their stories
Create class podcast or audio collection
Share with families digitally
🏠 Additional Home Ideas
Bedtime Story Routine: Every night, child tells one "emotion story" from their day:
"Today I felt like ___ when ___"
"I used ___ tool to help"
Simple narrative before sleep
Story Journal: Dedicate one journal to emotional stories only Keep adding stories over time
Review periodically: "Look how many stories you've written!"
Family Story Night: Once a week, everyone shares an emotional story Can be true or
fictional Builds family emotional literacy and bonding
Illustrated Story Book: Help child create bound book of their stories:
Type or rewrite neatly
Add illustrations
Create cover
Gift to grandparents or keep as keepsake
📝 Educator Reflection
Engagement: Were students more engaged with storytelling compared to worksheets? Why
or why not?
Emotional Depth: Did stories reveal emotional understanding that students don't usually
show verbally?
Sharing Safety: Did all students feel safe sharing? How did I create that safety (or what
barriers existed)?
Differentiation: Did the three -level approach work? Did emerging learners access
storytelling successfully?
Personal Connection: Did any stories reveal personal experiences I should be aware of
(trauma, family issues, etc.)?
Skill Transfer: Did students' stories show that they're internalizing program concepts (using
tools, naming zones, etc.)?
Next Steps: How can I continue using storytelling as tool throughout rest of program?
🎯 Connections To Other Weeks
Week 9 builds on:
Week 1 -8: ALL previous learning synthesized into narrative
form
Week 7: Journaling prepared students for longer -form
expression
Week 8: Puzzle integration showed all pieces working
together
Week 9 prepares for:
Week 10: Stories can be "acted out" in Calm Corner with
tools
Week 11: Reflection will include "story of my growth"
Week 12: Celebration can include story sharing
Storytelling as Ongoing Tool: Continue storytelling beyond Week 9:
Start class with "story of the day" (teacher or student shares emotional moment)
Use stories to process classroom conflicts
Read books and analyze characters' emotions
Create ongoing class story collection
Printable Resources For Week 9:
- Storytelling Worksheet - Emerging (4 -box picture sequence) ✓ Storytelling Worksheet -
Developing (story map with frames) ✓ Storytelling Worksheet - Advanced (creative
writing template) ✓ Story Starter Cards (30+ prompts) ✓ Storyboard Templates (3 -
panel and 6 -panel options) ✓ Story Sharing Protocol (visual guide for presenting) ✓
Family Take Home Letter Week 9 ✓ Blank Story Book Template (for creating multi -page
stories) ✓ "Author of the Week" Certificate (optional recognition)
4.10 Week 10: Calm Corner — Creating A Personal
REGULATION SPACE
Learning Objective: Students will design, set up, and practice using a classroom Calm
Corner that supports sensory regulation and emotional self -management, understanding
protocols for appropriate use. Post all 16 breathing technique posters in the Calm Corner so
students can choose what they need.
SEL Competency Focus:
Primary: Self -Management (accessing regulation space independently)
Secondary: Responsible Decision -Making (knowing when and how to use Calm Corner)
🧰 Materials Needed:
Print from Calm Connections Printable Resources Folder:
Weekly_Materials/Week_10/Calm_Plan_Worksheet_Emerging.pdf
Weekly_Materials/Week_10/Calm_Plan_Worksheet_Developing.pdf
Weekly_Materials/Week_10/Calm_Plan_Worksheet_Advanced.pdf
Weekly_Materials/Week_10/Calm_Corner_Checklist.pdf
Weekly_Materials/Week_10/Ask_Go_Calm_Return_Poster.pdf
Weekly_Materials/Week_10/Family_Take_Home_Week10.pdf
Appendices/Appendix_D_Calm_Corner_Complete_Setup.pdf
Physical Materials - Calm Corner Setup:
Seating: Bean bag, floor cushion, or small rug
Lighting: Small lamp or battery -powered string lights
Visual supports:
"Ask -Go-Calm -Return" routine poster
All 4 breathing technique posters
Zone chart
Character cards
Sensory tools:
5-8 sensory swatches in labeled basket
Stress balls or fidgets (2 -3 options)
Weighted lap pad (if available through OT)
Noise -canceling headphones or earplugs
Calming visuals:
Liquid motion timer or glitter jar
Simple nature pictures
Mirror (optional)
Timer: Visual timer (5 minutes)
Comfort items:
Small stuffed animal or soft toy
Blanket
Student -selected personal items
Setup Preparation:
Designate Calm Corner area (preferably set up BEFORE Week 10 or set up together during
lesson)
Organize all tools in labeled baskets/bins
Post visual routine clearly
Ensure area is quiet, away from traffic flow, but visible to teacher
Have student input forms ready
Prepare Calm Corner "passport" or tracking sheet
Lesson Duration: 40 minutes
Alternative:
Day 1: Introduce concept, set up together (25 min)
Day 2: Practice protocol, create calm plans (15 min)
LESSON FLOW
PART 1: OPENING CIRCLE (7 minutes)
Purpose: Introduce Calm Corner as empowering tool (not punishment); establish clear
expectations and protocol
📖 Opening Script:
[Gather students in circle. Display or point to Calm Corner area.] Post all 16 breathing
technique posters in the Calm Corner so students can choose what they need.
"Welcome back, calm creators! Today is a BIG day. Today we're going to create something
we've been building toward for 10 weeks: our classroom CALM CORNER!
But first, let me ask you something important: What do you think a Calm Corner is for?"
[Allow responses]
[Address common misconceptions immediately]:
"I heard some interesting ideas! Let me be very clear about what Calm Corner IS and what it
IS NOT.
CALM CORNER IS: ✓ A safe space to recharge your body and mind ✓ A tool you can ask to
use when you need it ✓ A place where all your regulation tools live (breathing posters,
swatches, fidgets) ✓ A choice you make to help yourself ✓ A space that's available to
everyone
CALM CORNER IS NOT: ✗ A punishment for bad behavior ✗ Time -out ✗ A place to avoid all
work forever ✗ A place to play or be silly ✗ Something the teacher sends you to when
you're in trouble
The Calm Corner is a TOOL, just like breathing is a tool. Just like swatches are tools. It's one
more piece of your emotional toolkit!
Think of it like this: [Use analogy]
When you're learning to ride a bike and you get tired, you might take a break, sit down, and
rest for a few minutes. Then you get back on the bike. The Calm Corner is like that break
spot —it's where you go to REST and RECHARGE, and then you return to what you were
doing.
Let me show you what's in our Calm Corner and how it works..."
[Walk students to Calm Corner area or show visual of it] Post all 16 breathing technique
posters in the Calm Corner so students can choose what they need.
Calm Corner Tour:
[Point to each element as you explain]
1. SEATING: "This comfy cushion/bean bag is where you sit.
Only ONE person at a time uses Calm Corner so you have
privacy and quiet."
2. LIGHTING: "We have soft lighting instead of bright
overhead lights. Soft light helps your body calm down."
3. BREATHING POSTERS: "Look —all FOUR breathing
techniques are posted right here! Manny, Stella, Shelly the
Seashell, and Crabby. You can choose which breath you
need."
4. SENSORY BASKET: "This basket has our sensory swatches!
Remember from Week 4? Soft textures, scratchy textures,
bumpy textures —all the ones we explored. You can hold or
touch these while you calm down."
5. FIDGETS & TOOLS: "Here are stress balls, fidget tools, and
other things you can squeeze or manipulate. Remember
Crabby's Claw Reset Breath? These give your hands
something to do!"
6. CALMING VISUALS: "This liquid timer/glitter jar is
mesmerizing to watch. You can watch it while you breathe.
It's calming for your eyes and brain."
7. TIMER: "This is our 5 -minute timer. When you come to
Calm Corner, we set the timer. When it beeps, it's time to
check: 'Am I ready to return? Or do I need 2 more minutes?'"
8. COMFORT ITEMS: "This stuffed animal and blanket are
here if you need something soft and comforting. Some
people need a hug from a stuffed animal when they feel like
Shelly the Seashell."
The Calm Corner Routine:
[Display "Ask -Go-Calm -Return" poster prominently]
"Now, here's the most important part: HOW to use Calm Corner. We have a four -step
routine:
Step 1: Ask
You notice you need a break (maybe you're in red zone, maybe yellow zone is too much,
maybe you feel like Shelly the Seashell)
You RAISE YOUR HAND and ask: 'May I use the Calm Corner?'
Or you use your visual card/AAC to request
Exception: If you're having a BIG emergency (full meltdown, can't control yourself), you can
go to Calm Corner WITHOUT asking first. Safety comes first!
Step 2: Go
Walk calmly to Calm Corner
Sit down in the comfy spot
Teacher or you set the timer for 5 minutes
Step 3: Calm
Use your tools:
Pick a breathing technique and practice it
Hold a swatch or fidget
Look at the calming visual
Rest quietly
Think about which zone you're in and which zone you want to move to
What you CANNOT do:
Play with the tools
Talk loudly
Avoid work forever
Sleep (unless teacher gives permission for specific reason)
Step 4: Return
When timer beeps, ask yourself: 'Am I ready to return?'
If YES: Put tools back neatly, walk back to your spot, rejoin the class
If NO: Ask for 2 more minutes, reset timer, continue calming
After maximum 10 -15 minutes, it's time to return (even if you don't feel 100% calm —we
need to keep trying!)
That's it! Ask -Go-Calm -Return. Simple!"
🗣️ Discussion Prompts:
"When might you want to use Calm Corner?"
[Allow responses: when mad, when sad, when overwhelmed, when can't focus, when need a
break]
[Validate all]: "Yes! All of those are good reasons!"
"Why do you think only ONE person can use Calm Corner at a time?"
[Guide toward]: "Because you need quiet and privacy to calm down! If two people are there,
it's not calm anymore."
"What's the difference between using Calm Corner to help yourself vs. using it to avoid
work?"
[Discuss]: "Using it to help: You go for 5 minutes, use tools, then return and try again. Using
it to avoid: You go for 20 minutes, do nothing, refuse to return. That's not using the tool
correctly."
"What should you do if you ask to use Calm Corner but someone is already there?"
[Discuss]: "Wait your turn! Or use tools at your desk (breathing, swatch). Calm Corner isn't
the ONLY tool."
Differentiation:
Visual learners: Create visual schedule showing Ask -Go-Calm -Return with pictures
Students who may struggle with protocol: Role -play asking for Calm Corner
Students with impulsivity: Emphasize: "It's okay if you forget to ask during emergency.
We'll practice the routine when you're calm."
PART 2: CORE ACTIVITY (25 minutes)
Activity A: Calm Corner Practice & Role -Play (10 minutes)
Purpose: Practice the routine when students are regulated so it's accessible during actual
need
Setup:
Calm Corner is ready
All students can see it
Timer is available
Instructions:
"Before we use Calm Corner for real, we're going to PRACTICE when we're calm. That way,
when you really need it, you'll know exactly what to do!
I need a volunteer to practice the routine with me."
[Choose confident, emotionally regulated student volunteer]
Role -Play Demonstration:
TEACHER: "Okay, [Student], you're going to pretend you're feeling frustrated —maybe like
Crabby. Show me with your body what Crabby looks like."
[Student shows tense body, clenched fists]
TEACHER: "Good! Now, you realize 'I need help. I should use Calm Corner.' What do you do
first?"
STUDENT: [Hopefully raises hand]
TEACHER: "Yes! You ASK! You say, 'May I use the Calm Corner?' Go ahead, ask me."
STUDENT: "May I use the Calm Corner?"
TEACHER: "Yes, you may. Thank you for asking. Now what?"
STUDENT: [Walks to Calm Corner, sits down]
TEACHER: "Perfect! You WENT calmly to Calm Corner. Now I'm setting the timer for 5
minutes."
[Set timer where student can see it]
TEACHER: "Now, [Student], you're going to CALM yourself. Show us what you would do."
[Student chooses tools —maybe picks up swatch, does breathing, looks at glitter jar]
TEACHER (narrating for class): "Look! [Student] is using tools! They picked a soft swatch to
hold. They're doing Manta Glide Breath breathing. They're watching the calming timer. This
is EXACTLY what Calm Corner looks like!"
[Timer beeps after 1 -2 minutes for demo purposes —don't wait full 5 minutes]
TEACHER: "Timer! [Student], ask yourself: 'Am I ready to return?'"
STUDENT: "Yes!" [or teacher prompts if needed]
TEACHER: "Great! So what do you do?"
STUDENT: [Puts tools back, stands up, walks back to circle]
TEACHER: "Perfect RETURN! [Student] put tools away neatly and came back to join us.
Everyone give [Student] a round of applause for demonstrating!"
[Class applauds]
Group Discussion After Role -Play:
"What did you notice [Student] did well?"
[Allow observations]
"They asked first!"
"They used tools!"
"They came back when timer beeped!"
"Exactly! That's how Calm Corner works. Now let's practice a few different scenarios..."
Additional Scenarios to Practice:
Scenario 1: Requesting During Emotional Distress
[Teacher role -plays upset student]
TEACHER (acting upset): "I'm so frustrated! I can't do this math problem! I feel like Crabby!
[raises hand urgently] May I PLEASE use Calm Corner?"
TEACHER (switching to teacher role): "Yes! Notice —even though I was upset, I still asked.
But I asked urgently, which is okay!"
Scenario 2: Needing More Time
TEACHER: "Let's pretend the timer just beeped, but you're not calm yet. What do you say?"
[Allow student to respond: "Can I have 2 more minutes?"]
TEACHER: "Yes! You can ask for more time. That's part of the routine!"
Scenario 3: Inappropriate Use
TEACHER: "What would INAPPROPRIATE use look like? Let's practice what NOT to do..."
[Teacher dramatically acts out playing with fidgets, laughing, ignoring timer]
TEACHER: "Is this using Calm Corner correctly?"
[Students respond: "No!"]
TEACHER: "Right! Calm Corner is for calming, not playing. If someone isn't using it correctly,
what should I do?"
[Discuss: Teacher reminds student of purpose, may temporarily revoke privilege, practices
protocol again later]
Group Practice:
"Now, everyone is going to practice asking for Calm Corner —but we're not all going there!
Just practice the ASK part.
Pretend you need Calm Corner. Raise your hand and say, 'May I use the Calm Corner?'"
[All students practice simultaneously raising hands and asking]
"Great! Now you all know how to ask! This week, when you really need it, you'll remember!"
Activity B: Personal Calm Plan Creation (15 minutes)
Transition Script:
"Now you're going to create your PERSONAL CALM PLAN —a guide for YOU about how
you'll use Calm Corner and which tools help you most."
Instructions:
[Distribute differentiated worksheets]
Emerging Learner Worksheet:
Format: Visual checklist with pictures
Layout:
My Calm Corner Plan
When I feel like [draw or place sticker: Crabby/Shelly the Seashell/other],
I will use Calm Corner.
In Calm Corner, I will use:
□ [picture of breathing]
□ [picture of swatch]
□ [picture of fidget]
□ [picture of glitter jar]
□ [picture of stuffed animal]
(Check or circle the ones you like!)
After 5 minutes, I will:
□ [picture of returning to class]
```
Support:
- Read each option aloud
- "Which tools do you like? Let's circle those!"
- Student can just point to or touch preferred tools
- Adult marks student's choices
- Success = identification of preferred tools
---
EMERGING LEARNER WORKSHEET (continued):
Additional Visual Support:
- Include photos of actual Calm Corner tools from your classroom
- Use "First/Then" visual: "First Calm Corner, Then Return"
- Laminate and attach Velcro so student can update choices over time
---
Developing Learner Worksheet:
Format: Guided planning template
Layout:
```
My Personal Calm Plan
When I Need Calm Corner:
I usually need Calm Corner when I feel:
□ Angry/Frustrated (Crabby)
□ Sad/Worried (Shelly the Seashell)
□ Overwhelmed (too much Stella)
□ Can't focus
□ Other: ________________
My Warning Signs:
I know I need Calm Corner when my body feels:
_________________________________
(Example: tight muscles, hot face, want to cry, can't sit still)
My Favorite Calm Corner Tools:
1st choice: _________________ (breathing/swatch/fidget/etc.)
2nd choice: _________________
3rd choice: _________________
How Long I Usually Need:
□ 5 minutes
□ 10 minutes
□ It depends on the day
What Helps Me Return:
After Calm Corner, it helps me return if:
□ Teacher gives me a quiet task first
□ I can sit near a friend
□ I take deep breaths at my desk
□ Other: _________________
MY GOAL:
This month, I want to use Calm Corner:
□ Whenever I need it
□ Before I get to full meltdown
□ Independently (without teacher suggesting)
Support:
Go through each section together
"Think about last time you felt really upset. What did your body feel like?"
Encourage honesty: "There's no wrong answer! This is YOUR plan!"
Allow drawing alongside writing
Advanced Learner Worksheet:
Format: Reflective planning and goal -setting
Prompts:
1. Self -Awareness Section: "Describe the situations or
triggers that usually lead you to need Calm Corner. Be
specific. Example: 'I need Calm Corner when I'm frustrated
with math problems I don't understand, or when I'm
overwhelmed by loud noises in the classroom.'"
2. Tool Analysis: "Of all the tools in Calm Corner (breathing,
swatches, fidgets, visuals, comfort items), which one helps
you MOST? Why do you think that particular tool works well
for you?"
3. Protocol Commitment: "Write a commitment statement
about using Calm Corner appropriately: 'I commit to using
Calm Corner by... (asking first, using tools productively,
returning when timer beeps, etc.)'"
4. Goal Setting: "Set a measurable goal for Calm Corner use
this month: Example: 'I will use Calm Corner instead of
yelling at least 3 times this month' OR 'I will return within 10
minutes every time I use Calm Corner'"
5. Troubleshooting: "What might make it hard for you to use
Calm Corner appropriately? What's your plan if that
happens? Example: 'If I don't want to return after 5 minutes,
I will ask for 2 more minutes instead of refusing.'"
6. Reflection: "How do you think having a Calm Corner will
change your experience in our classroom?"
Support:
Encourage deep, honest reflection
Validate vulnerability: "It's brave to admit what's hard for you"
Connect to previous learning: "Remember your puzzle from Week 8? Calm Corner is where
all those pieces come together!"
Worksheet Creation Time: 12 minutes
[Students work on calm plans]
Teacher's Role:
Conference individually to discuss personal needs
Ask guiding questions:
"When do YOU usually need help calming down?"
"Which tool do you think will help you most?"
"What will help you remember to ask instead of just going?"
Take notes on students who may need extra support with protocol
Identify students with specific sensory needs for Calm Corner customization
Calm Plan Sharing (3 minutes):
"Who wants to share one thing from their Calm Plan?"
[Invite 3 -4 volunteers]
Possible shares:
"I learned I need Calm Corner when I feel overwhelmed"
"My favorite tool is the soft swatch"
"My goal is to use Calm Corner before I yell"
Affirm sharing:
"Thank you for being honest about what you need!"
"That's great self -awareness!"
"Your calm plan will help you help yourself!"
PART 3: BREATHING PRACTICE (4 minutes)
Featured Breath: Manny's Manta Glide Breath (IN Calm Corner!)
Purpose: Practice using breathing IN the actual Calm Corner space; experience tools in the
environment
Transition Script:
"Now we're going to do something special: We're going to practice breathing INSIDE the
Calm Corner!
We can't all fit in there at once, so we'll take turns. But right now, everyone can practice
imagining they're in Calm Corner while we breathe together."
Group Breathing Setup:
[All students find comfortable spots —some sitting, some standing]
"Close your eyes or look down if you're comfortable. Imagine you're sitting in the Calm
Corner. You're surrounded by soft light, comfortable seating, and all your tools. You feel
safe.
Now let's do Manny's Manta Glide Breath —the breath that helps us move toward calm."
Guided Practice (4 rounds):
"Round 1: Breathe IN through your nose... arms glide out like Manny's fins... 1, 2, 3... Hold...
Breathe OUT through your mouth... arms glide down... 1, 2, 3, 4, 5...
Imagine: You're in Calm Corner, feeling safe.
Round 2: IN... glide... 1, 2, 3... Hold... OUT... glide... 1, 2, 3, 4, 5...
Your body is getting calmer with each breath.
Round 3: IN... 1, 2, 3... Hold... OUT... 1, 2, 3, 4, 5...
You're moving from Crabby toward Manny.
Round 4: One last deep breath... IN... OUT... You're calm. You're ready. You're in control.
Open your eyes. How does your body feel?"
🗣️ Reflection Prompt:
"That's what it will feel like when you use Calm Corner for real! You'll:
Sit in the comfy spot
Choose your tools
Do your breathing
Feel your body getting calmer
And then you'll return to class, ready to try again!
Breathing is the MOST IMPORTANT tool in Calm Corner. The swatches, fidgets, and visuals
are helpful, but BREATHING is what changes your body's stress response.
This week, when someone uses Calm Corner, I want you to remember: They're using their
TOOLS. They're helping themselves. That's something to respect and celebrate —not
something to giggle about or interrupt!"
Differentiation:
Students who want to try Calm Corner immediately: "We'll do Calm Corner visits later today
or tomorrow!"
Students with claustrophobia concerns: "You can sit just outside Calm Corner if the space
feels too small"
Students who prefer other breaths: "You can use any of the four breaths in Calm Corner —
Manta Glide Breath is just one option!"
Quick Calm Corner Breathing Tour (if time allows):
[In small groups of 2 -3, allow students to briefly sit in Calm Corner and practice one round
of breathing] [Each group gets 1 minute]
"Let's do quick Calm Corner visits so you can feel what it's like! Group 1, come sit in Calm
Corner together..."
[Rotate groups through quickly —just for familiarization, not actual regulation need]
PART 4: CALM CORNER PROTOCOLS & EXPECTATIONS (5 minutes)
Purpose: Establish clear, consistent expectations and address potential misuse
Transition Script:
"Before we finish today, let's be very clear about Calm Corner RULES and EXPECTATIONS."
Calm Corner Rules (Post These!):
[Display poster or write on board]
Ask before using (unless emergency)
Use tools productively (breathing, holding swatch, watching calming visual)
Respect the timer (return when it beeps OR ask for 2 more minutes)
Put tools back neatly
Return quietly and rejoin class activity
✗ DON'T:
Play with tools (fidgets are for calming, not entertainment)
Talk loudly or call to friends
Use it to avoid all work indefinitely
Refuse to return after reasonable time
Go to Calm Corner if someone else is already there (WAIT)
What Happens If Rules Are Broken:
[Be clear and transparent]
"If someone misuses Calm Corner, here's what will happen:
First time: I'll remind you of the rules. We'll practice the protocol again together.
Second time: You'll lose Calm Corner privilege for the rest of the day. You'll use breathing at
your desk instead.
Repeated misuse: We'll have a meeting together (you, me, maybe parent or counselor) to
figure out:
Why is Calm Corner not working for you?
What do you need instead?
How can we help you use it correctly?
I WANT Calm Corner to work for everyone! But it only works if we all use it the right way!"
Peer Expectations:
"What should YOU do if you see a classmate in Calm Corner?
DO: ✓ Leave them alone —they need quiet to calm down ✓ Keep working on your own task
✓ Feel happy they're using their tools ✓ Whisper if you must talk (don't be loud near Calm
Corner) Gentle Breathing offers the softest, most delicate calm.
DON'T: ✗ Stare at them ✗ Laugh or make comments ✗ Ask them questions ('Why are you in
Calm Corner?') ✗ Interrupt them
Using Calm Corner is BRAVE. It means someone recognized 'I need help' and took action.
That deserves respect, not teasing!"
Teacher's Role:
"Here's what I will do to support Calm Corner:
- Say YES when you ask appropriately (unless someone is already there) ✓ Set the timer
for you ✓ Give you privacy and quiet ✓ Check in when timer beeps: 'Ready to return or
need more time?' ✓ Welcome you back without punishment or shame ✓ Help you
restart your work calmly
I will NOT: ✗ Send you to Calm Corner as punishment ✗ Make you feel bad for needing it ✗
Ask you lots of questions while you're calming ✗ Let you stay there all day"
Questions About Calm Corner:
[Open floor for questions]
"Does anyone have questions about Calm Corner rules or how to use it?"
[Address questions clearly and honestly]
Common Questions & Answers:
Q: "What if I need Calm Corner but someone's already there?" A: "You wait your turn, OR
you use tools at your desk (breathing, swatch from basket). Calm Corner is one tool, not the
only tool!"
Q: "What if I ask and you say no?" A: "I'll only say no if someone else is there, or if you just
used it 5 minutes ago and haven't tried any work yet. Then we problem -solve together:
'What else can help you?'"
Q: "Can I bring homework to Calm Corner?" A: "No. Calm Corner is for CALMING, not
working. After you're calm, you return to your desk to work."
Q: "What if 5 minutes isn't enough?" A: "Ask for 2 -5 more minutes! That's totally okay. But if
you need more than 15 minutes total, we'll talk about whether Calm Corner is the right tool
or if you need something else (talk to counselor, call home, different support)."
PART 5: CLOSING & HOME CONNECTION (4 minutes)
Closing Script:
"Calm Corner creators, we did it! We now have a fully functioning Calm Corner in our
classroom!
Starting TOMORROW, Calm Corner is officially open for use! Remember:
It's a TOOL in your emotional toolkit Ask-Go-Calm -Return is the routine
Breathing, swatches, fidgets are the main tools inside 5 minutes is the standard time
Respect for yourself and others using it
This Calm Corner represents 10 weeks of learning! Everything we've practiced —characters,
zones, breathing, swatches —it all comes together HERE, in this space.
I'm so proud of you for learning all these tools. Now you have a physical space where you
can use them whenever you need!
This week:
Notice when you need Calm Corner (but don't need to use it yet if you don't!)
Watch others use it respectfully
Remember: Calm Corner is a privilege and a tool —use it wisely!
Next week: REFLECTION! We're going to look back at ALL 10 weeks and see how much
you've grown. You'll assess yourself, set goals, and celebrate your progress.
But for now, let's celebrate having Calm Corner! Give yourself a round of applause —you
earned this tool!"
Calm Corner Grand Opening:
[Optional ceremony to mark occasion]
"Let's have a mini Calm Corner Grand Opening! I'm going to cut this ribbon [or do symbolic
gesture] to officially declare: CALM CORNER IS OPEN!"
[Cut ribbon, flip sign from "Coming Soon!" to "Open!", or similar ceremony]
[Class cheers]
"The Sea of Emotions now has a safe harbor! Welcome to your Calm Corner!"
📬 Send Home This Week:
Completed Personal Calm Plan worksheet
Photo of classroom Calm Corner setup
Calm Corner Protocol visual (Ask -Go-Calm -Return poster)
Family Take -Home Letter with home Calm Corner ideas
QR Demo: Calm Corner virtual tour (if created)
Calm Connections Home Connection — Week 10
Dear Families,
This week we reached a major milestone: We created our classroom CALM CORNER!
What is Calm Corner?
Calm Corner is a designated sensory -regulation space where students can:
Use breathing techniques
Hold calming textures (swatches)
Use fidgets and stress balls
Watch calming visuals
Take a 5 -10 minute break to recharge
IMPORTANT: Calm Corner is NOT:
Time -out
Punishment
A place to avoid work indefinitely
It's a TOOL students request to use when they recognize they need regulation support.
The Protocol: Ask -Go-Calm -Return
ASK: Student raises hand: "May I use Calm Corner?"
GO: Student walks to Calm Corner, sits in designated spot
CALM: Student uses tools for 5 minutes (timer set)
RETURN: When timer beeps, student returns to class activity
What We Did:
Toured Calm Corner and learned about all available tools
Practiced the Ask -Go-Calm -Return protocol
Created Personal Calm Plans identifying which tools help each child most
Practiced breathing IN Calm Corner space
Discussed expectations and appropriate use
Why This Matters:
Calm Corner teaches students to:
Recognize when they need help (self -awareness)
Request support appropriately (communication)
Use tools independently (self -management)
Return ready to try again (resilience)
This is emotional regulation in action!
Your Child's Calm Plan:
Attached is your child's Personal Calm Plan showing:
When they typically need Calm Corner
Which tools help them most
Their personal goals for using it appropriately
Creating a Calm Space at Home:
You don't need fancy supplies! A home "Calm Spot" can include:
Essential Elements:
Quiet corner or space (not their bedroom —somewhere separate for calming)
Comfortable seat (bean bag, cushions, chair)
Calming tools:
Soft item to hold (blanket, stuffed animal)
Breathing visual (print from our QR codes)
Fidget or stress ball
Book or simple toy
Simple Setup Ideas:
Corner of living room: Add pillows and basket with 2 -3 calming items
Under table tent: Drape blanket over table, add cushions inside
Closet calm space: Clear small closet, add seating and soft light
Portable calm box: Basket with calming items child can take to any quiet spot
Home Calm Corner Protocol:
Adapt Ask -Go-Calm -Return:
Child says: "I need calm space"
Child goes to calm spot
Child uses tools (breathing, holding item, quiet time)
After 5 -10 minutes, child returns
Important Home Guidelines:
- Never send to calm space as punishment (defeats the purpose!) ✓ Let child request it
(teaches self -awareness) ✓ Set reasonable time limits (5 -10 minutes, not hours) ✓
Respect the space (don't interrupt, give privacy) ✓ Model using it yourself! ("I need calm
space too!")
What to Expect:
Some children will use Calm Corner frequently at first (learning the tool). Usage typically
decreases over time as regulation skills improve. If your child uses it excessively, let me
know —we'll problem -solve together!
Questions? Contact me at [teacher email]
Happy calming! [Your name]
📈 Assessment Checkpoint
Week 10 Assessment Indicators:
□ Understands Calm Corner purpose
Can explain that Calm Corner is for calming/recharging (not punishment or play)
□ Knows the protocol
Can describe or demonstrate Ask -Go-Calm -Return routine
□ Identifies personal tool preferences
Can name at least 2 tools in Calm Corner that help them
□ Uses Calm Corner appropriately (when implemented)
Asks before using, uses tools productively, returns when timer beeps
Anecdotal Notes (Start tracking from Week 10 onward):
Which students use Calm Corner frequently? (May indicate high need OR over -reliance)
Which students never use it? (May indicate stigma fear OR low need)
Are students using it appropriately or misusing?
Which tools are most popular in Calm Corner?
Use Calm Corner Use Log (from Assessment Toolkit): Track every visit:
Student name
Time in/out
Emotional state on entry vs. exit
Tools used
Success of regulation
This data will be valuable for Week 11 Reflection!
🌀 Extension Activities
1. Calm Corner Caretakers
Rotating student job: tidy Calm Corner daily
Check that tools are organized
Report if anything needs restocking
Builds ownership and responsibility
2. Calm Corner Feedback Box
Place suggestion box near Calm Corner
Students can submit requests: "Can we add ___?"
Review suggestions monthly
Student voice in creating supportive environment
3. Calm Corner Passport
Create "passport" for each student
Get stamp each time they use Calm Corner successfully
After 5 stamps, celebrate: "You're using your tools!"
Gamifies appropriate use
4. Calm Corner Video Tour
Students create video tour of Calm Corner
Explain each tool and how to use it
Share with other classes or families
Builds communication skills
5. Design Your Dream Calm Corner
Art project: Draw ideal Calm Corner
What would YOU include?
Compare ideas: similarities/differences
Possible add reasonable suggestions to actual Calm Corner
6. Calm Corner Visitor from Another Class
Invite student from another grade to try Calm Corner
Your students teach them protocol
Builds leadership and reinforces learning
7. Calm Corner Success Stories
Share stories (with permission): "Today Marcus used Calm Corner and it really helped him!"
Normalize use
Celebrate successful self -regulation
Reduces stigma
🏠 Additional Home Ideas
Family Calm Space Challenge: Everyone in family creates their own calm space!
Where is YOUR calm spot?
What's in it?
When do YOU use it?
Models that EVERYONE needs regulation support
Calm Space Signals: Create family signal system:
"I need space" (leave me alone)
"I want company" (stay near but quiet)
"I want help" (please assist me)
Child displays signal near calm space
Travel Calm Kit: Create portable version for:
Car rides
Restaurants
Appointments
Anywhere child might need regulation on -the-go Small bag with: swatch, fidget, breathing
card
Calm Space Photo Documentation: Take photo of home calm space Bring to school to share
Create class bulletin board: "Calm Spaces Around the World"
📝 Educator Reflection
Setup Success: Is Calm Corner located appropriately? Do I need to adjust location, lighting,
or materials?
Student Understanding: Do students truly understand purpose, or do some still think it's
punishment?
Protocol Clarity: Are expectations crystal clear? Will I be consistent in enforcing Ask -Go-
Calm -Return?
Personal Comfort: Do I feel comfortable with students self -selecting to leave activity for
Calm Corner? (Address any control concerns now!)
Misuse Prediction: Which students might misuse Calm Corner? What's my proactive plan?
Support Planning: Which students will need extra support with appropriate use?
Data System: Do I have simple system for tracking Calm Corner use? (Clipboard with log?)
🎯 Connections To Other Weeks
Week 10 builds on:
ALL previous weeks (1 -9)—Calm Corner is where everything comes together
Week 3: Breathing techniques are posted in Calm Corner
Week 4: Sensory swatches are stored in Calm Corner
Week 6: Transitions happen IN Calm Corner
(Crabby→Manny)
Week 8: Puzzle "tools" piece = Calm Corner
Week 10 prepares for:
Week 11: Reflection will include reviewing Calm Corner use
Week 12: Celebration will honor students who used Calm
Corner effectively
Beyond program: Calm Corner remains as ongoing classroom tool
Critical Implementation Week: Week 10 is when theory becomes practice. Monitor closely:
Are students asking appropriately?
Are students returning on time?
Are students using tools productively?
Do I need to re -teach protocol?
Be prepared to adjust! Calm Corner is a living tool that may need modifications based on
actual use.
Printable Resources For Week 10:
- Calm Plan Worksheet - Emerging (visual tool checklist) ✓ Calm Plan Worksheet -
Developing (guided planning) ✓ Calm Plan Worksheet - Advanced (reflective goal -
setting) ✓ Ask-Go-Calm -Return Poster (large format for display) ✓ Calm Corner Rules
Poster (DO/DON'T list) ✓ Calm Corner Use Log (tracking sheet) ✓ Calm Corner
"Passport" Template (stamp card) ✓ Tool Labels (for baskets: "Breathing Cards,"
"Swatches," "Fidgets") ✓ Family Take Home Letter Week 10 ✓ Home Calm Space Setup
Guide (for families) ✓ Calm Corner Checklist (setup verification)
From Appendices: ✓ Appendix D: Calm Corner Complete Setup Guide (comprehensive
reference)
4.11 Week 11: Reflection — Reviewing Growth And
STRATEGIES
Learning Objective: Students will reflect on their emotional growth over 11 weeks,
identify strategies that work best for them, assess progress toward personal goals, and
recognize transferable skills for continued use beyond the program.
SEL Competency Focus:
Primary: Self -Awareness (recognizing personal growth and emotional patterns)
Secondary: Responsible Decision -Making (identifying effective strategies and setting future
goals)
🧰 Materials Needed:
Print from Calm Connections Printable Resources Folder:
Weekly_Materials/Week_11/Mood_Journey_Worksheet_Emerging.pdf
Weekly_Materials/Week_11/Mood_Journey_Worksheet_Developing.pdf
Weekly_Materials/Week_11/Mood_Journey_Worksheet_Advanced.pdf
Weekly_Materials/Week_11/Growth_Tracker.pdf
Weekly_Materials/Week_11/My_Favorite_Tools.pdf
Weekly_Materials/Week_11/Looking_Forward.pdf
Weekly_Materials/Week_11/Family_Take_Home_Week11.pdf
Physical Materials:
All student journals from Weeks 1 -10
Character cards (all 4)
Zone posters
Breathing posters
Student puzzles from Week 8 (if saved)
Photos of Feelings Gallery from Week 7
Photo of Class Puzzle Mural from Week 8
Calm Corner Use Log data (if tracked)
Chart paper for creating class timeline
Markers, colored pencils, stickers
Optional: Pre/Post Skills Inventory results for each student
Certificates (prepared for Week 12, previewed in Week 11)
Setup Preparation:
Gather all artifacts from previous weeks (journals, puzzles, photos)
Compile Calm Corner Use Log data if available
Review each student's Pre -Assessment (Week 1) to compare with current skills Lead
students through Deep Sea Breath for grounding calm or Shell Breath for feeling safe and
protected.
Prepare visual timeline of 11 -week journey
Create "Growth Wall" space for displaying reflections
Have celebration materials ready for preview
Lesson Duration: 40 minutes
Alternative:
Day 1: Review journey, growth assessment (25 min)
Day 2: Goal setting, looking forward (15 min)
LESSON FLOW
PART 1: OPENING CIRCLE (8 minutes)
Purpose: Set reflective, celebratory tone; review entire journey; prime students for
metacognitive thinking
📖 Opening Script:
[Gather students in circle. Display timeline showing all 11 weeks. Speak with warm, proud
tone.]
"Welcome back, emotion experts! Today is a very special day. Today we're going to look
back at our ENTIRE journey through Calm Connections.
Do you remember Week 1? It was only 11 weeks ago, but I bet you feel like a completely
different person now!
Let me tell you what I see when I look at this class:
[Personalize based on your observations]
Week 1: I saw students who were just learning the sea
friends' names. Some of you weren't sure what 'emotional
regulation' even meant!
Now, Week 11: I see students who:
Can name ALL their emotions using character language
Know which ZONE they're in
Can choose from FOUR different breathing techniques
Understand which textures and tools help them
Use Calm Corner independently when they need it
Create STORIES about emotions
Can put all the PIECES together like a puzzle
That's INCREDIBLE growth!
Today, we're going to:
Look back at how far we've come
Celebrate what we've learned
Think about which tools help us most
Set goals for continuing to use these skills
This isn't the end —this is just the beginning of your lifelong emotional toolkit!"
[Display or walk through visual timeline]
Visual Timeline Review:
[Point to each week on timeline as you review]
"Let's take a journey back through our 11 weeks...